Relevant bibliographies by topics / Collaborative School Campus Review

Academic literature on the topic 'Collaborative School Campus Review'

Author: Grafiati
Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Collaborative School Campus Review"

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Francis, Kerry, Maia Ratana, and Renata Jadresin Milic. "Tau-utuutu: The Development of a Living Vision for the Unitec School of Architecture." Asylum, no. 1 (December 27, 2022): 292–99. http://dx.doi.org/10.34074/aslm.2022105.

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Late in 2019 a small group of Pākehā staff at Unitec School of Architecture organised an initiative to review the course structure after relocating to a different building on campus. Gifted a name, Tau-utuutu, by Kaihautū Kimoro Taiepa, they facilitated a series of staff engagement workshops, and from this extensive staff feedback developed a draft Living Vision document that identified the interconnected issues of the climate emergency and colonisation. However, it became evident that the process to that point had lacked genuine partnership with tangata whenua. Subsequent, kōrero with Ngā Ia Vai, the Māori and Pacific caucus within the school, resulted in a collaborative presentation to the Unitec Research Symposium in December 2021. This paper records the process of getting to this presentation phase and suggests that a deeper understanding of the responses might be gained through the twin languages of drawing and kōrero. The paper acknowledges the significance of Te Noho Kotahitanga, an existing partnership document at Unitec, and calls for action to implement the ideals and values of te Tiriti o Waitangi in order to decarbonise and decolonise the Unitec Architecture programme.
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Groves, Christy. "The power of partnerships." Reference Services Review 47, no. 2 (June 10, 2019): 193–202. http://dx.doi.org/10.1108/rsr-02-2019-0010.

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Purpose A large, predominantly undergraduate university in Tennessee partnered with a local magnet school aiming to assist high school seniors with their college-level research assignment. The partnership began as a pilot, but quickly expanded to include other high schools as a result of initial successes. This paper aims to describe the development of the partnership and its importance in fulfilling a key component of college preparedness for gifted high school students. Design/methodology/approach This paper describes how the Library partnership commenced as a service to a local high school that required its students to access college-level research materials. The paper details how both the Library and the high school recognized the impact of collaborating to expose these students to the information literacy skills needed for college readiness. Findings The paper presents the challenges encountered when attempting to provide college-level information literacy instruction to large groups of students visiting a college campus. It concludes with best practices and lessons learned, as well as plans for formal assessment and future initiatives. Originality/value The author has presented at Library Instruction West, July 2018. A review of the professional literature demonstrates that other academic libraries have partnered with local schools for a variety of library-related initiatives. Therefore, the concept of partnerships between the Library and local high schools is not unique. However, this paper aims to describe challenges encountered, best practices, lessons learned and suggestions for future directions, including formal assessment, all of which could be adapted by other academic libraries as applicable.
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Hashikawa, Andrew, Stuart Bradin, and Michael Ambrose. "Review of Disaster and Emergency Preparedness Among Summer Camps in the United States: Updates and Challenges." Prehospital and Disaster Medicine 34, s1 (May 2019): s61. http://dx.doi.org/10.1017/s1049023x19001377.

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Introduction:More than 14 million children in the United States attend summer camps yearly, including many special medical needs children. Summer camps are at risk for multiple pediatric casualties during a disaster. The American Camp Association, in the 2017 critical issues report, identified emergency preparedness as the top critical health and safety issue. Camps, compared to school-based settings, face unique challenges when planning for disasters, but research has been challenging because of the lack of access to camp leadership and data.Aim:Provide a targeted up-to-date synopsis on the current state of disaster preparedness and ongoing collaborative research and technology interventions for improving preparedness among summer camps.Methods:Researchers partnered with a national health records system (CampDoc.com) and American Academy of Pediatrics disaster experts to review results from a national camp survey. Main themes were identified to assess gaps and develop strategies for improving disaster preparedness.Results:169 camps responses were received from national camp leadership. A substantial proportion of camps were missing 4 critical areas of disaster planning: 1) Most lacked online emergency plans (53%), methods to communicate information to parents (25%), or strategies to identify children for evacuation/reunification (40%); 2) Disaster plans failed to account for special/medical needs children (38%); 3) Staff training rates were low for weather (58%), evacuation (46%), and lockdown (36%); 4) Most camps (75%) did not plan with disaster organizations.Discussion:Collaboration with industry and disaster experts will be key to address the gaps identified. Current research and interventions include the recent release of a communication alert tool allowing camps to send mass text emergency notifications. Additionally, a recent pilot to incorporate disaster plans into the electronic health records platform emphasizing communication, evacuation, and identification of local experts has begun. Efforts to develop a unified disaster tool kit for summer camps remains a challenge.
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Croisant, Sharon A., John Prochaska, Chantele Singleton, Krista Bohn, Lance Hallberg, Lori Wiseman, Eleanor Hanley, and Lesley Sommer. "14154 Facilitating Community/Campus Research Teams and Projects: Community Health Small Grants Program." Journal of Clinical and Translational Science 5, s1 (March 2021): 133–34. http://dx.doi.org/10.1017/cts.2021.741.

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ABSTRACT IMPACT: The UTMB Institute for Translational Sciences (ITS) seeks to advance the field of community engagement and facilitate competency in community-engaged and community-based participatory research as a means of expanding team science to integrate community involvement and to assist investigators in building relationships that enable them to contribute to community initiatives. OBJECTIVES/GOALS: The UTMB ITS recently implemented a new Community Health Small Grants program to promote and enhance community-campus partnerships. Our goal is to better translate science from discovery to clinical practice and public health through community-engaged research, education, and dissemination. METHODS/STUDY POPULATION: Applications were solicited from community and academic research partners. Community partners may include existing collaborative groups, community health centers, health departments, nonprofits, schools, social services agencies, practice-based research networks, or Community Advisory Boards. Academic partners may include faculty and/or students. The PI may be a community or academic partner. While this Grants Program will transition to the ITS Pilot Project Program, it will utilize a separate review process and scoring rubric focused on immediate and future community benefit, project feasibility, organizational fit, and other factors unique to community-based partnership projects. RESULTS/ANTICIPATED RESULTS: We received an enthusiastic response to our RFA, based upon a long-standing program of a sister CTSA hub. Proposals received include target populations representative of our most vulnerable’‘ children, the elderly, those lacking access to health care, and those for whom language is a barrier. One addresses the Institution’s and the CEC’s need to conduct community needs assessments to enable the implementation of evidence-based programs driven by data and metrics identified and developed by our communities. Each awarded proposal demonstrates a significant and sometimes critical need for the project. Partnerships are anticipated to have significant impacts on the community and its population. DISCUSSION/SIGNIFICANCE OF FINDINGS: We generate, test, and disseminate team science, education and best practices through stakeholder involvement. Our Community Health Small Grants program aims to involve community in our scientific teams and to involve academics in community-derived projects as well as foster relationships and trust.
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Mbilinyi, Christian, Deus Buma, Solobi Ngasa, Rose Maingu, Betty Maganda, Wellu Kaali, Mtoke Uledi, et al. "Advancing Pharmacy Practice in Tanzania: A Descriptive Report of Pharmacy Education and Practice Models in 3 Institutions." INQUIRY: The Journal of Health Care Organization, Provision, and Financing 58 (January 2021): 004695802199993. http://dx.doi.org/10.1177/0046958021999934.

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Understanding models of pharmacy education and practice in low-to-middle income countries (LMIC) can drive best practices and resource utilization. However, there is a paucity of literature in this setting. The purpose of this report is to describe the length and breadth of pharmacy education and training in Tanzania as well as pharmacy practice models at 3 institutions. Lessons learned and implications for global pharmacy practice described herein aim to advance the profession and pharmacists’ impact in LMIC settings. The Muhimbili campus is located in Dar es Salaam, the largest city in Tanzania, a LMIC in East Africa, and is comprised of 3 institutes and a health professions school. Despite variance in patient populations, all Muhimbili institutions have developed pharmacy services in outpatient and inpatient pharmacies, central pharmacy stores, intensive care units, and operating theaters. Unique pharmacy practice areas result from a variance in patient populations serviced and include services in pharmacovigilence/drug information, compounding, oncology, nephrology, and emergency departments. Medication availability and the complexity and time commitment of patient billing are consistent challenges, and multidisciplinary collaboration a common strength across the 3 institutions. Pharmacists at Muhimbili perform innovative and critical functions to support optimal patient care tailored to specific patient populations. The detailed review of these services can serve as a model for pharmacy practice at other health systems in LMIC and beyond.
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Conlon, Kathe M., Margaret A. Dimler, Sylvia J. Petrone, and Michael A. Marano. "563 “After the Fire”; The Legacy of a College Dormitory Fire Twenty Years Later." Journal of Burn Care & Research 42, Supplement_1 (April 1, 2021): S131—S132. http://dx.doi.org/10.1093/jbcr/irab032.213.

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Abstract Introduction In January 2000 fire erupted at a local college. Panicked students, many who failed to attend school-sponsored fire drills or ignored the alarms that night, found themselves scrambling to escape. Seven students were admitted for severe burns to a near-by burn center (BC), with 54 initially staged in the Emergency Department. While this dormitory fire took place more than twenty years ago, its legacy is still being felt today. Methods History shows that, with any tragedy, there are lessons to learn that lessen the impact of property destruction, injury or death. Literature review of several major fires looked at their impact promoting burn care and fire safety to correlate those lessons with this fire. Four key areas of improvement emerged: disaster preparedness, media relations, legislation, and fire prevention. Results Changes to BC disaster preparedness included formation of a more comprehensive plan, revisions to triage and transfer protocols, new guidelines for unit staffing, creation of a mid-Atlantic group of BCs that eventually morphed into the Eastern Regional Burn Disaster Consortium, and installation of a medical command center for regional disaster response. Media relations saw a collaboration with law enforcement, due to criminal investigation, and a partnership with a syndicated newspaper to document the journey of two survivors. A series of articles eventually resulted in a Pulitzer Prize-finalist book, with award winning photographs displayed at a national museum. Redesigned fire safety programs targeted high school and college students emphasizing escape plans, and clinical education included disaster drills. Two survivors became motivational speakers, sharing their personal story on campuses across the United States. New legislation mandated sprinkler installation in dormitories nationwide, and a non-profit foundation was formed to improve burn care. The anniversary of this fire is still commemorated each year with a ceremony and wreath-laying on campus. Conclusions Despite this dormitory fire being ranked as the deadliest in state history, all these years later the legacy of this landmark event remains one of triumph and resilience as its lessons still to resonate today
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Shao, Liqun, and Bijun Ni. "Exploration and Practice of School-enterprise Collaborative Education." International Journal of Education and Humanities 4, no. 2 (September 8, 2022): 118–21. http://dx.doi.org/10.54097/ijeh.v4i2.1530.

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In recent years, school-enterprise collaborative education has become the subject of research in higher vocational colleges. The article explores the significance of school-enterprise collaborative education and the construction of school-enterprise collaborative education mechanism. At the same time, through years of practice, it has proposed the establishment of a "gradual" talent training class system, a "one hospital one case" curriculum system, a "production and teaching sharing" joint team, a school-enterprise complementary practice base, and an off-campus craftsman spirit practice base, practical teaching 6S professional standardization and breeding system and other enterprise college talent training system.
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Oakes, Claudia. "Cross-Campus Collaboration." Innovation in Aging 4, Supplement_1 (December 1, 2020): 539. http://dx.doi.org/10.1093/geroni/igaa057.1750.

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Abstract This presentation will describe collaborative efforts on the campus of a mid-sized, private university to carry out activities consistent with the Age-Friendly University philosophy. In one program, staff from Career Services and a faculty member from the Department of Health Science coordinated with the President’s College (a continuing education program for adult learners), the Emeriti Association (a group of retired faculty members), and alumni to offer mock interviews for students preparing for graduate school. In another program, steps were taken to coordinate with the office of Diversity, Equity and Inclusion to address Ageism in the Workplace. The presentation will conclude with advice for identifying allies across campus and fostering support for the AFU principles.
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Filar-Williams, Beth. "Review of the Campus Collaborative Tools Strategy at UC Berkeley." Collaborative Librarianship 1, no. 3 (2009): 118. http://dx.doi.org/10.29087/2009.1.3.09.

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Taylor, Kristin Vanderlip. "Building school community through cross-grade collaborations in art." International Journal of Education Through Art 16, no. 3 (September 1, 2020): 351–70. http://dx.doi.org/10.1386/eta_00038_1.

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This qualitative study examines multiple collaborative art experiences across ages and classrooms during two years at a suburban public school in one of the largest school districts in the United States. Students in two middle-school elective art courses engaged in contemporary art education projects to strengthen visual and verbal communication skills as they partnered with younger peers in primary grades, including the following activities: collaborative earthworks, toy designs and mixed-up animal sculptures. These multi-age socially-constructive art experiences provided students with opportunities to build community across campus while interacting with each other and the artwork co-created. Observations and noted responses via reflection from students indicated positive impact on both communication and collaboration through bidirectional teaching and learning, with students in each age group requesting more opportunities for cross-grade collaborative experiences.
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Dissertations / Theses on the topic "Collaborative School Campus Review"

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(13539291), Bruce T. Fogarty. "Professional practicum report: An analysis and account of the effect subject specialisation has on the professional craft knowledge of teachers working with years 6 and 7 in primary education." Thesis, 1995. https://figshare.com/articles/thesis/Professional_practicum_report_An_analysis_and_account_of_the_effect_subject_specialisation_has_on_the_professional_craft_knowledge_of_teachers_working_with_years_6_and_7_in_primary_education/20742559.

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The teachers of Years 6 and 7 at a rural State Primary School in the South -Burnett Region of South -East Queensland, in response to concerns and issues raised in the 1993 Collaborative School Campus Review, initiated an action research study during which all teachers of Years 6 and 7 students would specialise in a maxium of three subjects. This research study was conducted over a six month period in 1994 and was a natural progression from other initiatives already established within the school campus. Timetable blocking, the establishment of school management teams of teachers in the P-2. Years 3-5, Years 6-7 and Specialist/Support Staff areas had already been completed.

The action research study, officially included within the school campus operational plan, sought such outcomes as (a) the improvement of teaching practices; (b) enhanced learning opportunities/outcomes for students; (c) enhanced professional support for teachers; (d) promotion of Years 7-8 transition ease for students: and (e) working smarter, not harder within a context of devolved education departmental responsibilities and accountabilities for school -based staff. Conducted by the school principal in collaboration with the School Child Needs and Staff Professional Development Committees, the intent of the study was to (1) develop a plan of action to improve present teaching practices; (2) act on and implement the plan devised collaboratively by the teaching team, comprising the principal and Year 6 and 7 teachers; (3) observe and record the effects of the action within the classroom teaching context, using student opinion to provide an additional perspective; and (4) reflect on these effects as a basis for further planning and action.

Each teacher of Years 6 and 7 specialised in a combination of up to three of the following subjects: (a) English,(b) Mathematics, (c) Science.(d) Social Studies,(e) Environmental Education/Health/Personal Development,(f) Art,(g) Physical Education,(h) Music.(i) German; and (j) Library/Research Studies. Each subject was taught by each teacher at least four times per week for a minimum period of 3Omins. Classroom teachers retained English and Mathematics in their subject selection and specialist teachers retained their official subject area of responsibility. It was thought that by focusing a teacher's time and expertise on a maximum of three subjects, teachers would be able to reflect on their teaching strategies and through improved practice, enhance student learning.

The study found that in transition from successful general teaching practice to that of successful specialist teaching practice, many aspects of a teacher's professional craft knowledge remain constant enabling such a transition to successfully be undertaken. It was also found that over time, many aspects of effective teaching practice evolve and/or specialise.

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Tasi, Ching-hsiung, and 蔡慶雄. "Review and discuss of administration form “New Campus Movement”An example of Feng Shan Junior High School of Kaohsiung County." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/12061344625160391286.

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碩士
國立高雄大學
都市發展與建築研究所
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Abstract The conception of new campus movement comes from the current tendency of internationalization﹒Since 921 calamity the movement get started and it rarely comes to succeed﹒According to the example of Feng Shan Junior High﹐most people who concern this movement is focused on conflict between local and central government﹒However﹐the conflict is usually caused by identity and standardize of the school building itself﹒ School construction is built according to executive regulation and order of central policy that ask for identity and unity﹒No doubt every school child have the same learning space under the executive control﹒The architects has respect for their specialty﹒However the principle of superficial fairness and justice ignore local culture for last fifty years﹒Form north to south ﹐schools locks almost the same due to standardize﹒Identity is the best evidence﹒ Reference: to the build of new school under executive operation﹐our research tried to discuss the tendency of development for school construction in the future﹒Compare with existing school to find out the reason that caused the difference﹒Rebuilt of “Feng Shan Junior High”school house is a example to see partner relations between the central government and local﹐school and professionals﹒For the development executive tendency and direction﹐we hope to provide some suggestions for the campus construction in the future﹒
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Books on the topic "Collaborative School Campus Review"

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Education, Alberta Alberta. A collaborative learning community: Calgary Board of Education review. Edmonton, AB: Alberta Education, 1998.

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Craig, Melanie. The initiation of a collaborative approach through a review of the school development plan. [s.l: The Author], 1995.

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Panel, Virginia Tech Review. Mass shootings at Virginia Tech, April 16, 2007: Report of the Virginia Tech Review Panel presented to Timothy M. Kaine, Governor, Commonwealth of Virginia. [Richmond, Va.]: Virginia Tech Review Panel, 2007.

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Collaborative School Self-review (Guides to Education Management). Lemos & Crane, 1996.

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Minnesota Higher Education Coordinating Board. and Minnesota Attorney General, eds. Review and comment on campus plans to prevent violence and sexual harassment. [St. Paul, Minn.]: The Board, 1993.

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Fregni, Felipe, and Ben M. W. Illigens, eds. Critical Thinking in Clinical Research. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199324491.001.0001.

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Critical Thinking in Clinical Research explains the fundamentals of clinical research in a case-based approach. The core concept is to combine a clear and concise transfer of information and knowledge with an engagement of the reader to develop a mastery of learning and critical thinking skills. The book addresses the main concepts of clinical research, basics of biostatistics, advanced topics in applied biostatistics, and practical aspects of clinical research, with emphasis on clinical relevance across all medical specialties. The goal of the book is to give a comprehensive and basic overview of the field of clinical research. This book has been designed on the experience of leading a large course in clinical research: the Principles and Practice in Clinical Research (PPCR), offered currently by Harvard T. H. Chan School of Public Health; it was written by PPCR collaborators together with PPCR faculty to reflect the collaborative learning concept of the course. The goal of this book is to provide a broad and applicable introduction into clinical research that allows the reader to understand, design, and conduct clinical research, specifically to critically read and understand scientific papers; to collect, analyze, and interpret research data in an unbiased fashion; to develop and design clinical studies; and to prepare, publish, and review scientific manuscripts. It is therefore written for scientists and clinicians who are new to the field of clinical research as well as those who wish to deepen, broaden, and update their clinical research skills.
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Book chapters on the topic "Collaborative School Campus Review"

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Ettinger, Andrew, John Cronin, and Maggie Farrar. "Education Development Trust’s Schools Partnership Programme: A Collaborative School Improvement Movement." In School Peer Review for Educational Improvement and Accountability, 181–98. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48130-8_9.

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Gautam, Saurav, K. C. Aman, Rabin Ojha, and Gaurav Parajuli. "Stories from Students Building Sustainability Through Transfer of Leadership." In Sustainable Development Goals Series, 153–59. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05182-1_13.

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AbstractDedicated to designing and organizing student-centered work, we highlight the Geomatics Engineering Students’ Association of Nepal (GESAN)’s collaborative effort to create training, internship, and job opportunities for the student members and alumni and with local institutions. Through putting into play a cycle of leadership, chapter activities find a sustainable way to continue to support SDG 8 Decent Work and Economic Growth and SDG 9 Industry, Innovation, and Infrastructure by preparing students to navigate newer applications of geospatial technology and tools. This work extends beyond campus and into the local community where we have trained secondary school students in map literacy – planting seeds of future leadership.
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Urrea, Claudia, Kirky Delong, Joe Diaz, Eric Klopfer, Meredith Thompson, Aditi Wagh, Jenny Gardony, Emma Anderson, and Rohan Kundargi. "MIT Full STEAM Ahead: Bringing Project-Based, Collaborative Learning to Remote Learning Environments." In Knowledge Studies in Higher Education, 299–319. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_20.

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AbstractWith schools and educational centers around the country moving from in-person to emergency remote learning due to the COVID-19 pandemic, education faces an unprecedented crisis (Hodges et al., Educause Review 27, 2020). This case study presents the efforts and impact of Full STEAM Ahead (FSA) launched by the Massachusetts Institute of Technology (MIT) in response to the pandemic to support remote collaborative learning for K-12 learners, parents, and educators. We present two FSA initiatives: (1) weekly themed packages with developmentally appropriate activities for K-12 remote learning and (2) Full STEAM Ahead Into Summer (FSAIS), an online summer program for middle school Massachusetts students, specifically targeting students who are at risk for “COVID Slide.” (Institute-wide Task Force on the Future of MIT Education-Final Report: http://web.mit.edu/future-report/TaskForceFinal_July28.pdf?) Our operative theory of change is that we can improve K-12 remote collaborative learning experiences through developing and sharing a curriculum that exemplifies the minds-on and hands-on approach advocated by MIT, strategically leveraging existing structures and projects within MIT, and establishing partnerships with the local and international community. We gauge the effect of these efforts on contributing members of the MIT community and targeted learners by analyzing data gathered through participant surveys and artifacts such as the website, packages, modules, and student projects created during the summer programs. Our findings indicate that existing structures and resources – with community building – facilitated the achievement of our goal to develop and distribute problem-based learning activities and that interaction and community building were central in meeting those goals. This work contributes to the knowledge base regarding emergency online learning and the development of effective university outreach efforts.
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Urrea, Claudia, Kirky Delong, Joe Diaz, Eric Klopfer, Meredith Thompson, Aditi Wagh, Jenny Gardony, Emma Anderson, and Rohan Kundargi. "MIT Full STEAM Ahead: Bringing Project-Based, Collaborative Learning to Remote Learning Environments." In Knowledge Studies in Higher Education, 299–319. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_20.

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AbstractWith schools and educational centers around the country moving from in-person to emergency remote learning due to the COVID-19 pandemic, education faces an unprecedented crisis (Hodges et al., Educause Review 27, 2020). This case study presents the efforts and impact of Full STEAM Ahead (FSA) launched by the Massachusetts Institute of Technology (MIT) in response to the pandemic to support remote collaborative learning for K-12 learners, parents, and educators. We present two FSA initiatives: (1) weekly themed packages with developmentally appropriate activities for K-12 remote learning and (2) Full STEAM Ahead Into Summer (FSAIS), an online summer program for middle school Massachusetts students, specifically targeting students who are at risk for “COVID Slide.” (Institute-wide Task Force on the Future of MIT Education-Final Report: http://web.mit.edu/future-report/TaskForceFinal_July28.pdf?) Our operative theory of change is that we can improve K-12 remote collaborative learning experiences through developing and sharing a curriculum that exemplifies the minds-on and hands-on approach advocated by MIT, strategically leveraging existing structures and projects within MIT, and establishing partnerships with the local and international community. We gauge the effect of these efforts on contributing members of the MIT community and targeted learners by analyzing data gathered through participant surveys and artifacts such as the website, packages, modules, and student projects created during the summer programs. Our findings indicate that existing structures and resources – with community building – facilitated the achievement of our goal to develop and distribute problem-based learning activities and that interaction and community building were central in meeting those goals. This work contributes to the knowledge base regarding emergency online learning and the development of effective university outreach efforts.
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Loewen, Bradley, Stig Larssæther, Savis Gohari-Krangsås, Heidi Vinge, and Alenka Temeljotov-Salaj. "Contested Urban Green Space Development: Rolling Back the Frontiers of Sustainability in Trondheim, Norway." In Whose Green City?, 103–23. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04636-0_6.

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AbstractOngoing urban densification in Nordic regions raises sustainability trade-offs related to compactness, land use and urban green space. In Norway, green spaces comprising both natural and agricultural areas are highly valued cultural landscapes protected by the status of ‘green structure’. Yet, neoliberal development forces put pressure on urban green spaces, potentially exacerbating social inequalities and challenging governance structures formally oriented towards sustainability. In the case of Trondheim, Norway, competing priorities under development pressures unfold in the upholding of urban green space strategies and public values between core and periphery areas. Based on interviews, popular media and policy analysis, this contribution uses the multi-actor perspective to compare two current cases of urban development in green areas in terms of shifting public discourses. The first covers development in the urban fringe, where land reserved for agricultural use succumbs to suburban development pressure. The second turns to development in urban green space at the central university campus, used by the public for parkland and recreation, which bowed to public pressure. The examples point to differing values regarding urban green space in core versus periphery areas that materialise in public opposition, triggering debate and institutional review. Compared to state and market sectors, the community sector is shown to be underrepresented in the processes shaping the development proposals, while citizen engagement is a determining factor in shifting public discourse. Results show the need for collaborative governance structures across sectors, using intermediaries, to support a deeper understanding and integration of multiple perspectives in the shaping and negotiation of local sustainability discourses.
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"Nurturing School Culture and Collaborative Curriculum as Campus Leader." In Curriculum Leadership Development, 113–30. Routledge, 2012. http://dx.doi.org/10.4324/9780203063095-14.

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Tartas, Valérie, and Marcelo Giglio. "Collaborative Design in School." In Handbook of Research on Applied Learning Theory and Design in Modern Education, 420–38. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9634-1.ch020.

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This chapter presents a literature review on collaboration to learn with some illustrations to design adequate collaborative settings to promote learning in the classroom. From a socio-cultural approach of education, the authors present the way teacher and students participate together in several discursive activities to elaborate a shared understanding of the topic or task under study. This chapter offers two collaborative designs: an argumentative tool-based collaboration in astronomy and a creative collaboration in music education. Some examples are proposed in order to identify different conflicts, contradictions, agreements and disagreements between students to solve a problem, complete a task or create a product in collaboration.
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Trujillo-Jenks, Laura, Landon Turrubiarte, and Claudia Ayala Brito. "Leading Successful Novice Teachers." In Collaborative Approaches to Recruiting, Preparing, and Retaining Teachers for the Field, 156–66. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9047-8.ch009.

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Instructional leaders have the ability to set the culture and climate of a school campus to be inviting, welcoming, and collaborative. Therefore, it is important that school leaders provide professional development opportunities to novice teachers that support growth in developing a sense of confidence and competence in content and pedagogy. Hence, the instructional leader becomes an important stakeholder in the life of a novice teacher.
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Mallett, Christopher A. "School Shootings, Locked-Down Campuses, and Fear." In Advances in Educational Marketing, Administration, and Leadership, 15–38. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-5200-1.ch002.

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This chapter is first focused on how schools have become “locked-down” campuses because of the fear of school shootings and the impact of zero tolerance crime and student control policies that greatly expanded the use of school police (resource) officers and other related security measures. Next is a review of newer school management approaches using rehabilitative paradigms – to see how they impact students, school climate, and the campus environment. There are a significant number of approaches using evidence-based trauma-informed care and mental health programming (for post-traumatic stress disorder, anxiety, and depression problems) that can be used. Continuing to move toward rehabilitative campus approaches along with these primary, secondary, and tertiary trauma and mental health supports could help address today's “culture of fear” that is being increasingly recognized to impact many students in our schools.
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Gallo, W. Cory, and Michael W. Seymour. "Environmental Considerations of Green School Grounds." In Marketing the Green School, 129–42. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6312-1.ch009.

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This chapter explores environmental issues related to the school grounds, provides background information regarding critical terms, site sustainability theories, and the concept of ecosystem services, and includes a review of current sustainable site rating systems such as Leadership in Energy and Environmental Design (LEED) and the Sustainable Sites Initiative (SITES). The chapter also provides an overview of the issues related to site selection and discussion of the most useful and relevant sustainable programming and practices for both new and existing schools. Site program and amenities are discussed in the six categories of process, play, gardens, water, habitat, and energy; examples of schools where such programs have been implemented are provided. The chapter concludes with recommendations for educational leaders who are tasked with conceiving, renovating, or managing a school campus.
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Conference papers on the topic "Collaborative School Campus Review"

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Cavalli, Matthew, Nate Carlson, and Pat Compton. "Design Collaboration Between High School, On-Campus, and Distance Engineering Students." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42284.

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A collaborative design project has been implemented in a junior-level materials selection and manufacturing course. The team-based design problem involved the design of playground equipment for elementary school children. Focus groups of elementary students and a review of applicable construction standards were used to set design requirements. Each team comprised undergraduate on-campus students, undergraduate distance education students and junior/senior high school technology students. Initial design choices were made by the entire group. Subsequent calculations of stress, deformations, etc. to refine the design as well as choices of materials and manufacturing processes were primarily the purview of the undergraduate students. Drafting and integration of the design segments into a complete computer model was the responsibility of the high school students. Continuous communication between the groups was required for the process to be successful. This collaboration was facilitated via online forums and site visits. An overview of the project structure is presented along with a summary of the project outcomes and recommendations for improving the process.
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Lavrinoviča, Beata. "School Gardening: What is Current Trend about?" In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.51.

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There is plenty of research on school gardening practices reflecting the positive effects of garden-based learning on the development of elementary school students, which are mainly based on short-term gardening program implementation and assessment. However, theoretical research of school gardening is still not shaped well, as the distribution of research activities is unequal and the concept itself is still considered being innovative. A review of scientific literature and documents has been done to define what the school gardening concept really means and what are the spatial and functional domains of it. The review has touched on historical aspects of the school gardening movement’s rise at the beginning of the 20th century in the U.S., as the country considered being at the frontiers of the current trend. Differences in defining school gardening priorities were identified, pointing out the variety of functional domains of school gardening activities developed during the century. Currently, school gardening is characterized by its role in improving students’ learning and achievements, environmental attitudes, health and food behaviours, intrapersonal skills and emotional wellbeing, and social bonds. Also, as the term “school gardening” itself refers to a specific place-based setting, its spatial domain was inspected and redefined according to the variety of current garden-based learning practices. The review allowed to define school gardening as a school-run and community-supported tool for student engagement with school curriculum, civic activism, healthy lifestyle, and development of intrapersonal and social skills through experiential, experimental, transdisciplinary, collaborative, and self-directed learning.
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Klamo, Joseph T., Leo M. Jones, Young W. Kwon, and Jarema M. Didoszak. "Upgrades to and Current Research Efforts Involving the Tow Tank Facility at the Naval Postgraduate School." In SNAME 30th American Towing Tank Conference. SNAME, 2017. http://dx.doi.org/10.5957/attc-2017-0046.

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The Naval Postgraduate School has added wave making capability to the existing small tow tank that resides on campus. A new collaborative research effort between the Systems Engineering and Mechanical and Aerospace Engineering Departments is underway that utilizes this new capability. The aim of this new effort is to understand and predict the unsteady hydrodynamic loads experienced by a submerged vehicle operating near the surface. The tow tank was originally built around 1970 but only had the capability of testing models at slow speed in calm water. Even with this limited capability, a number of interesting studies were conducted in the facility including measuring the drag on a towed hydropower turbine and examining the forces due to collisions between floating ice equivalent objects and a composite plate. The new wave making capability in the tow tank is provided by a vertical plunging wedge that was modeled off of the sediment tank wavemaker at the United States Naval Academy. The wedge rides on a pair of vertical rails with the oscillation amplitude and frequency controlled by a linear actuator and electric motor. A variable angle wave absorbing beach is planned for the opposite end of the tank. An additional component of this modernization effort is the creation of a numeric tow tank, using ANSYS CFX, which can simulate the wave dynamics in the tank. This allows complementary numerical and experimental components of future research efforts. The current experimental effort involves characterizing the performance of the wavemaker and quantifying the wave environment throughout the tank. The wedge to wave amplitude transfer function has been determined over the relevant amplitude and frequency space. The uniformity of a wave crest has also been examined. For the numeric tow tank work, the wedge motion has been duplicated and the simulated wave elevation and propagation down the tank are being compared to experimentally measured results.
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Karbalaei, Alireza, Damla Turgut, Melissa Dagley, Eleazar Vasquez, and Hyoung J. Cho. "Collaborative Multidisciplinary Engineering Design Experiences in IoT (Internet of Things) for Teachers Through Summer Research Site Program." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87491.

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The objective of the NSF RET (Research Experiences for Teachers) site program hosted by the University of Central Florida is to provide K-12 teachers with a hands-on engineering design experience covering all aspects of the Internet of Things, from the manufacturing of a sensor, to the hardware and software that allows it to connect to the Internet. This program gives teachers learning opportunities to explore the practical use of science for engineering applications, and provide a context in which students in their classroom can test their own scientific knowledge as they recognize the interplay among science, engineering and technology. The uniqueness of this site program lies in the engagement of teachers in various facets of scientific, engineering, and educational methods based on Train-the-Trainer model with rotation in multiple research labs. In order to support the STEM educational services for teachers and students in middle and high schools, our site program aims at creating competent teacher trainers who ensure quality pre-service and in-service teacher education, by providing multidisciplinary experiences that are relevant to the current technical development. Teachers in the adjacent public school districts are primary participants in this site program. Significant efforts have been made to recruit teachers serving underrepresented student populations, and female and minority teachers who can reach out to them. In our RET site program, the participants rotated to four different laboratories with a 1.5–3 week residency in each, where they learned about the practice of engineering in various disciplines at the research laboratories on the university campus under the guidance of faculty and graduate mentors. The teachers presented their learning outcomes in the final week and were invited back to share their educational implementation experiences in their classes. This site program provided teachers with interdisciplinary engineering design experiences relevant to innovative technical development, and helped them develop teacher-driven teaching modules that can be deployed in the classroom.
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Wendt, Lauren, Eugene Du Toit, and Helen Naug. "‘Face-to Face vs. Flipped’: A Comparative Study on Academic Outcomes and Learning Preferences in First Year Allied Health Students Undertaking Anatomy and Physiology." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13017.

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A mixed-mode or ‘‘flipped’’ model of learning focusses on supporting a high level of student engagement, student motivation, and the transferability of specific course content. A blend of online resources and face-to-face (F2F) learning facilitates meaningful interaction between peers, while building a capacity for self-directed and lifelong learning. Within the School of Medical Science, Anatomy and Physiology (A&P) content was ‘flipped’ for delivery at a new campus to align with the traditional F2F offering. Lectures were delivered online, while tutorials and practicums were F2F.. Collaborative learning opportunities utilizing active learning pedagogies was appealing and was integrated during the re-alignment of A&P which was delivered to a cohort of allied health students undertaking their first year of their program. This study assessed how this type of learning was received by students (from the same program) undertaking the same course in an on-campus F2F delivery. Students completed surveys relating to their experiences in learning activities applied in: lectures, tutorials and practicums. In addition, academic outcomes (theoretical and practical) across the two modalities were also evaluated. Overall, students undertaking the mixed-mode delivery performed significantly better in theoretical assessments, while performance in practical assessments was comparable between both deliveries. Student preferences to learning and teaching activities was mixed, however all students highly valued the use of “mini-quizzes” in lectures, tutorials and practicums.
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Reports on the topic "Collaborative School Campus Review"

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Field, Adrian. Menzies School Leadership Incubator: Insights. Australian Council for Educational Research, July 2021. http://dx.doi.org/10.37517/978-1-74286-637-6.

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The Menzies School Leadership Incubator (the Incubator) is a national trans-disciplinary initiative to design, test and learn about transformative innovations that will support lasting systems change in Australian schools’ leadership. This review explores the successes, challenges and learning from work in the Incubator to date, from the perspective of a collaborative seeking longstanding systems change. The design of the review is informed by thinking in the innovation literature, principally communities of practice and socio-technical systems theory. This review was undertaken as a rapid exploration of experiences and learning, drawing on interviews with eight individuals from within the Incubator (six interviews) and collaborating partners (two interviews).
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Rosen, Jeffrey A., Kesha Hudson, Susan Rotermund, Cheryl Roberts, and Anna-Lisa Mackey. Social Emotional Learning in Middle School: Developing Evidence-Based Programs. RTI Press, July 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0075.2207.

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This article focuses attention on a critical need for more evidence-based social emotional learning (SEL) programs for middle school students. First, we explore the definition of SEL, pointing out how it has evolved as our world has changed. We review key SEL domains and skills and describe universal school-based SEL programming as one approach to fostering students’ SEL competencies. We highlight the ongoing need for evidence-based middle school SEL programs by demonstrating how few programs meet the rigorous What Works Clearinghouse (WWC), Collaborative for Academic, Social, and Emotional Learning (CASEL), and Blueprints standards for evidence. We extend our summary of these programs by noting that even when positive effects have been demonstrated, these effects were often observed in a single domain, such as substance use, or outnumbered by null effects, which undermines efforts to understand program effectiveness. We conclude by considering the unique developmental needs of early adolescents and providing recommendations for the development or refinement of SEL programs that target middle school students.
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Ahluwalia, Manvir, Katie Shillington, and Jennifer Irwin. The Relationship Between Resilience and Mental Health of Undergraduate Students: A Scoping Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2022. http://dx.doi.org/10.37766/inplasy2022.7.0075.

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Review question / Objective: The aim of this scoping review was to examine what is known about the relationship between the resilience and mental health of undergraduate students enrolled in university or college programs globally. Background: For many undergraduate students, higher education acts as a personal investment in preparation for the workforce, while ultimately allowing students to develop cultural capital (Kromydas, 2017). The transition to university or college is also accompanied by important life changes such as moving to a new campus, meeting new people, and increasing self-efficacy to maintain independent responsibilities (i.e., meeting deadlines, completing household chores, and managing expenses; Henri et al., 2018). As a result, navigating these life changes can contribute to feelings of isolation, as many undergraduate students are disconnected from their friends and families (Diehl et al., 2018). Saleh and colleagues (2017) found that young adults in university or college experience higher levels of stress compared to their non-student counterparts. These stressors are attributed to a more challenging workload compared to that of high school, living with new roommates, and financial concerns (Karyotaki et al., 2020). In the face of these stressors, many undergraduate students are likely to experience mental health challenges either for the first time or in an exacerbated manner, potentially depleting their resilience (Abiola, 2017).
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Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.

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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School District to provide professional development both in person and online to TK teachers on implementing Dialogic Reading practices and highlights a few of the participating teachers. This article has implications for expanding the reach of professional development for TK teachers through innovative online modules.
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