Dissertations / Theses on the topic 'Community engagement'
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Holmes, Marilyn. "Community Engagement: Home School Partnership." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80198.
Full textOskarsson, Stina. "Community engagement in wildlife conservation." Thesis, Högskolan i Halmstad, Sektionen för ekonomi och teknik (SET), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-26244.
Full textNice, Jako Albert. "Community engagement - South Africa : a development in community theory and education engagement. Architecture a facilitator." Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-01082009-162529.
Full textHansson, Torsten. "Collaborative Community Engagement: Developing a framework towards community engagement through an online collaborative drawing platform." Thesis, Malmö högskola, Fakulteten för teknik och samhälle (TS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23798.
Full textAstles, Alison Margaret. "Professional engagement of locum community pharmacists." Thesis, University of Central Lancashire, 2017. http://clok.uclan.ac.uk/17672/.
Full textFox, Roz. "Transformative community engagement for sustainable regeneration." Thesis, University of Bolton, 2014. http://ubir.bolton.ac.uk/734/.
Full textShephard, Landon P. "Civic Engagement of Community College Students: A Qualitative Research Study On Community College Curriculum and Civic Engagement." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5493.
Full textID: 031001433; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: William B. Russell.; Title from PDF title page (viewed June 24, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 167-171).
Ph.D.
Doctorate
Education and Human Performance
Education; Social Science Education
Manchester, Helen. "Learning through engagement in community media design." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.731707.
Full textCoffey, Kathleen M. "Designing Mobile User Experiences for Community Engagement." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1556039507640102.
Full textWeaver, Andrew R. "Leadership and community engagement in supermarket recruitment." Kansas State University, 2016. http://hdl.handle.net/2097/34635.
Full textDepartment of Landscape Architecture/Regional and Community Planning
Huston Gibson
Tens of millions of predominantly low-income, minority Americans live in food deserts – areas with poor access to healthful, affordable food. Food deserts have been associated with higher rates of diet-related diseases such as high blood pressure and obesity. These diseases carry significant morbidity and mortality and account for hundreds of billions of dollars in healthcare spending and lost productivity per year in the U.S. Establishment of a supermarket is the most effective intervention to eliminate a food desert. However, food deserts have historically been neglected by the retail industry. Local governments are rarely involved in supermarket recruitment. Often, food deserts themselves must recruit supermarkets. This study sought to understand how leadership and community engagement in supermarket recruitment influence its efficacy. The objective was to enable food deserts to more effectively recruit supermarkets. A case study of Argentine, a low-income, minority neighborhood in Kansas City, KS that successfully recruited a supermarket in 2013, was conducted. The heart of the case study was a series of interviews with individuals who were heavily involved in the recruitment. This study found the results of community engagement – specifically a community food assessment – were leveraged to attract funding and financing for a supermarket development. In settings where recruitment of a supermarket is contingent upon obtainment of these dollars, community engagement may be critical. Engagement empowers people to play an active role in shaping the future of their communities. It is a vital component of the urban planning process and government in general. Additionally, in the context of a food desert, engagement of residents can help accomplish the lofty goal of recruiting a supermarket and improving the food landscape – and health – of the community.
Di, Mauro Salvatore Mario. "Public Art: A Catalyst for Community Engagement." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/367985.
Full textThesis (Professional Doctorate)
Doctor of Visual Arts (DVA)
Queensland College of Art
Arts, Education and Law
Full Text
Smith, Dalenna Ruelas. "Evaluating family engagement| Program application of the parent, family, and community engagement framework." Thesis, California Institute of Integral Studies, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3726295.
Full textThis study examined how an Early Head Start and Head Start grantee, the Institute for Human and Social Development (IHSD), implemented the Office of Head Start’s research-based Parent, Family, and Community Engagement (PFCE) Framework. This study also evaluated IHSD’s performance and determined whether the organization accomplished its set intention of fostering family engagement in support of positive child development and education outcomes.
This formative, outcome-based program evaluation utilized qualitative and quantitative analysis to evaluate IHSD's systematic implementation of engagement. Parent survey data, interview transcripts, and a review of existing agency data provided a parent-oriented perspective on the IHSD’s engagement outcomes relative to the PFCE Framework.
Participants included parents of children in each of IHSD's five program options during 2012–2013 or 2013–2014. They participated by completing either a parent survey (n = 842) or an interview ( n = 12) regarding engagement-focused services, focusing on the parents’ perspectives of the services’ implementation and outcomes. Results from the surveys and interviews were analyzed with available IHSD data related to family services as well as child outcomes, including gains in social-emotional development and language and literacy development within the Desired Results Developmental Profile (DRDP). Results indicate that the children made improvement gains within the DRDP domains investigated. Parents surveyed and interviewed identified the program environment as engaging and named the staff’s helpfulness as responsible. Among the aspects of the program they were asked to rate, parents identified the strategies of parent training, parent leadership council membership, home activities, home visits, parent meetings, and volunteerism as ideal in meeting their needs.
In general, IHSD is a high-quality agency providing early childhood education that engages families and grows parent engagement by teaching parents to be their children’s advocates and teachers. The results of this study indicate that if IHSD continues to effectively implement strategies and incorporates feedback from these findings, the organization’s child development programs will likely continue to excel.
Bennett, Kellie. "Outcomes of community engagement in neighbourhood renewal: community confidence, participation and asset based community development." Thesis, Bennett, Kellie (2017) Outcomes of community engagement in neighbourhood renewal: community confidence, participation and asset based community development. Masters by Research thesis, Murdoch University, 2017. https://researchrepository.murdoch.edu.au/id/eprint/41318/.
Full textChantler, T. E. A. "Community engagement & ethical practice in vaccine research." Thesis, London School of Hygiene and Tropical Medicine (University of London), 2012. http://researchonline.lshtm.ac.uk/682450/.
Full textMazzotta, Carmin Michael. "Empowered engagement : how community gardens combat social isolation." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/21735.
Full textArnaud, Velda. "Institutionalized Community College Service Learning to Promote Engagement." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3601905.
Full textCommunity college graduation rates are low, and community colleges have been tasked with producing more graduates to meet workforce needs. Research has determined that engaged students remain at their institutions and complete their degrees. Service learning has been identified as a high-impact practice that engages students with their learning and builds connections between students and campus personnel. The majority of service-learning research, having been conducted with 4-year colleges and universities, may have limited applicability to the community college population. This qualitative descriptive case study describes how institutionalized service learning on 1 community college campus is structured, supported, and operated. The study used the framework of student success, service learning, and institutionalization to determine how the college provided resources and opportunities for service learning. Participants for the study were selected using mixed purposeful sampling to identify individuals recently involved with service learning at the college; data came from document reviews, campus and Internet observations, college staff interviews, and student group online discussions. Data were collected and analyzed using a spiraling technique. Findings indicated that the college's curricular and cocurricular service-learning activities were integrated throughout the campus in many departments and with different groups. While the service-learning coordinators made distinctions between curricular and cocurricular service learning, student participants did not make such distinctions. Students in this study were engaged with their service learning. These findings have applicability for all community college educators, demonstrating that institutionalized community college service learning might lead to greater retention through graduation.
Heslop, Richard William. "Police recruit training and 'community engagement' : unintended consequences." Thesis, University of Leeds, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509000.
Full textFarrell, John L. "Community Engagement for Collective Resilience : The Rising System." Thesis, Monterey, California. Naval Postgraduate School, 2012. http://hdl.handle.net/10945/17363.
Full textSince the inception of the United States Department of Homeland Security, the American public has been told that it has a prominent role to play in the War on Terror. However, this role has not been clearly defined. This thesis explores the viability of community engagement as a tool to promote public safety and homeland security. Research was primarily conducted through a literature review (to understand how engagement impacts safety), and a comparison of four case studies of safety-centric engagement programs in the U.S. and United Kingdom. While several of the programs in the case studies have proven to be effective at developing trust and improving security, the U.S. federal government has not effectively worked with these resources to improve its understanding of the domestic security landscape. This thesis contends that a new system is necessary to connect the federal government to local engagement programs. This may be accomplished with a domestic coordination and engagement system, referred to as the Rising System for the purposes of this thesis. The goal of the Rising System would be threefold To link federal, state, and local governments; to build on existing community policing and outreach efforts to help at-risk communities identify their greatest challenges; and to provide a forum where community members can safely work with their government to develop solutions.
Bea, Alexander. "TreeHugging users: Engagement in an online green community." Thesis, Virginia Tech, 2009. http://hdl.handle.net/10919/32870.
Full textMaster of Arts
Reece, Kristie M. "Fighting Urban Blight through Community Engagement and GIS." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1544810680015951.
Full textGilliam, Holly, Ivy Click, J. A. Basden, R. Carico, H. Flippin, C. Murray, and Nicholas E. Hagemeier. "Community Pharmacists’ Engagement in Neonatal Abstinence Syndrome Prevention." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1445.
Full textArnaud, Velda. "Institutionalized Community College Service Learning to Promote Engagement." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1095.
Full textSaul, Zamani. "Developing a Community Engagement Model as a Normative Framework for Meaningful Engagement During Evictions." University of the Western Cape, 2016. http://hdl.handle.net/11394/6255.
Full textThe research problem of this study is the jurisprudential inconsistency in the application of the right in section 26(3) of the South African Constitution's Bill of Rights. The inconsistency is due to inadequate conceptualisation of the substantive requirements of meaningful engagement (ME) by the South African Constitutional Court (ConCourt). The central argument is that the development of a community engagement model based on the substantive requirements of ME will enhance the application of section 26(3). This study commences by illustrating the disempowering nature to the squatters of the apartheid evictions in South Africa. To tighten influx control, the apartheid regime introduced a battery of laws that disempowered the squatters. The apartheid-induced disempowerment of the squatters penetrated into the democratic dispensation. In the examination of the normative context of evictions post-1994, this study identifies six primary drivers for substantive involvement of the occupiers during evictions. The six primary drivers seek to address the disempowering trajectory during evictions.
Spring, Kristian Joy. "Academic Communities of Engagement and Their Influence on Student Engagement." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7462.
Full textLubke, Theresa. "Factors that Motivate YMCA Volunteers." TopSCHOLAR®, 1997. http://digitalcommons.wku.edu/theses/792.
Full textMunsamy, J. "Community engagement at CUT and its involvement in sustainable development." Interim : Interdisciplinary Journal, Vol 13, Issue 2: Central University of Technology Free State Bloemfontein, 2013. http://hdl.handle.net/11462/303.
Full textIncreasingly universities are being expected to address community engagement and sustainable development as inherent characteristics of its daily operations, as well as its academic endeavour. In many cases it necessitates a change in the approach of academics and university managers with respect to their interactions with students and academic matters. This article addresses these matters with respect to Central University of Technology, Free State (CUT). In particular the interaction between the teaching and learning, research and service provision as substantial elements of the 21st century academic enterprise is indicated and discussed.
Ndlovu, Nontobeko Nontando. "Participation of wards in Operation Sukuma Sakhe activities within the city of Umhlathuze." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1531.
Full textThe study set out to obtain information on the nature and level of participation of community members in the implementation of Operation Sukuma Sakhe (OSS). A case study research design was adopted. A sample of 125 respondents was selected using the purposive sampling method for the key informants such as the traditional leadership, officials deployed by the government to the programme, fieldworkers and CSO. A convenience sampling method was also used for focus groups and to select participants from the community. An interview schedule which had both structured and unstructured questions, was used to gather the required data. For data analysis, the thematic analysis method was used. It was discovered that there are various methods used to engage the community in the programme, namely: mass community meetings, door-to-door visits, household visits and participation of the community as walk-ins. The most commonly used method to engage community members was found to be the door-to-door visits where the CCGs were actively involved. The respondents participated only in the identification of issues affecting them and not in identifying possible solutions to the problems. The decisions were seemingly taken by external members, something which has negative implications on community development of projects. The participation of community members in the form of ‘walk-ins’ raised concern, as this is taken as a sign of lack of commitment, which could result in people not viewing the programme as a learning process which could lead to growth and change. The method cannot be considered as a reliable or effective way of ensuring adequate participation in any service delivery or community development programme. It basically suggests low levels of participation and that the actual implementation does not encourage the development of what is referred to as the ‘we feeling’ or ownership of the programme in participation circles. It is also concluded that gender-specific capacitation and empowerment programmes have to be instituted, because the programme predominantly comprises women. The group that was found to be actively involved is usually characterised by inadequate access to assets and productive resources, and a lack of knowledge or skills. Among the officials in the WR, limited knowledge on roles and responsibilities was noted in certain wards, and this has implications for service delivery and may be somehow responsible for the lack of participation in WR activities.
Creighton, Sean J. "Community Partner Indicators of Engagement: An Action Research Study on Campus-Community Partnership." [Yellow Springs, Ohio] : Antioch University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1158867184.
Full textTitle from PDF t.p. (viewed April 11, 2007). Advisor: Jon F. Wergin . Keywords: service learning, community involvement, civic engagement, partnership, higher education, action research. Includes bibliographical references (p. 156-165).
Hirsch, Edward A. 1970. "Speakeasy : mobile telephony for community networking and civic engagement in an immigrant community." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/17822.
Full textIncludes bibliographical references (leaves 76-81).
Immigrants face a variety of barriers limiting their access to social services. These include inability to speak English, unfamiliarity with available services, and distrust of government agencies. To overcome these obstacles, many immigrants rely on informal social networks for information, advice, and language interpretation. This is an imperfect solution that provides inadequate access for the immigrant and unduly burdens friends and family members. More importantly, it does little to address the social isolation that characterizes much of the immigrant experience and contributes to the disenfranchisement of immigrant communities. Speakeasy is a community-based service that provides telephone-based access to a network of volunteers who provide real-time language interpretation and help navigate complex social service networks. Relying on the constant connectivity afforded by cell phones and wireless devices, Speakeasy overcomes barriers to traditional forms of volunteerism with a "just in time" model of community service. The system also encourages community development efforts by engaging new immigrants and volunteers in community activity, and by fostering a sense of collective identity. A study with members of Boston's Chinatown community showed that Speakeasy is an effective, convenient, and easy to use service that engenders trust among non-English speakers.
by Edward A. Hirsch.
S.M.
Ware, Randy K. "Student Engagement, Student Success and Self-report: Validating the Community College Survey of Student Engagement." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1339608779.
Full textVan, Der Stad Sarah Gratia. "Museums and civic engagement in the Pacific Northwest /." Connect to title online (Scholars' Bank), 2007. http://hdl.handle.net/1794/5354.
Full textJackson, Kellee, Pierre Johnson, and Melinda Jolley. "Strategic Methods in Community Engagement for UNESCO Biosphere Reserves." Thesis, Blekinge Tekniska Högskola, Sektionen för ingenjörsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4935.
Full textForce, Colleen Gerrish. "Small group social structure and student engagement, building community." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0002/MQ34888.pdf.
Full textSilverstrone, David Michael. "A grounded theory of university leadership in community engagement." Thesis, Kingston University, 2011. http://eprints.kingston.ac.uk/22971/.
Full textDanielsons, Amy L. "Edible Urbanism: Fostering Growth and Community Engagement Through Food." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397476517.
Full textKahl, Alexandra Claire. "Flood Modeling and Community Engagement in Giles County, Virginia." Thesis, Virginia Tech, 2020. http://hdl.handle.net/10919/98755.
Full textMaster of Urban and Regional Planning
Climate change models suggest that many communities will experience fewer precipitation events, but when precipitation events do occur they will be more intense and thus destructive. Communities can expect a higher risk of flooding, which is why it is important to plan proactively and understand where the most at-risk areas are. To help Giles County, VA understand its flood risk we created a tool that displays storm runoff. Elevation, soil type and vegetation were incorporated into the model. Storm data was integrated into the model and compared to annual precipitation levels. Countywide maps of low, moderate and high risk were produced. In order for the maps to have the maximum impact they need to be accessible to at risk populations. To gauge the accessibility of the maps to the community semi structured interviews were conducted within the high risk areas. Issues and opportunities identified through the interviews were used to make adjustments to the model and maps. The findings suggest that combining technical analysis and community engagement can create more accurate depictions of flood risks that are meaningful to those most affected. Future research efforts should include incorporating anticipated development schemes into the model and hosting more in depth community engagement activities. The importance of community engagement is highlighted in this research, as the interviews has a major impact on the outcome of the model.
Bean, Molly Kate. "Community attachment and engagement in an exurban Ohio region." Connect to resource, 2001. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1247846054.
Full textJoyce, Jennifer A. "Teachers on tap : exploring professional development through community engagement /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7855.
Full textNaim, Meuthia Alvernia. "Effective Community Engagement for Climate Change Adaptation in Indonesia." Thesis, Griffith University, 2014. http://hdl.handle.net/10072/367137.
Full textThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith School of Environment
Science, Environment, Engineering and Technology
Full Text
Kirby, Misty M. "Academic optimism and community engagement in urban elementary schools." W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1550154106.
Full textWorley, Claire Louise. "Identity, community and community cohesion : a critical engagement with policy discourses and the everyday." Thesis, University of Huddersfield, 2006. http://eprints.hud.ac.uk/id/eprint/5975/.
Full textLi, Xu. "Consumer Engagement in Travel-related Social Media." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5806.
Full textPh.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education; Hospitality Education
Guglielmo, Letizia. "Feminist Online Writing Courses: Collaboration, Community Action, and Student Engagement." Atlanta, Ga. : Georgia State University, 2009. http://digitalarchive.gsu.edu/english_diss/40/.
Full textTitle from archive page (Digital Archive@GSU, viewed July 16, 2010) Lynee Lewis Gaillet, committee chair; Baotong Gu, Beth Burmester, committee members. Includes bibliographical references.
Hertzberg, Carie. "Exploring Motivations of Early Career Faculty Commitment to Community Engagement." Thesis, Johnson & Wales University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3561127.
Full textOver the past 30 years there has been a call for higher education to reprioritize the civic purposes of the university (Campus Compact, 2012). Community-based teaching and research have emerged as key academic strategies to enhance the student experience and increase the civic mission of higher education (Erlich, 2000; Eyler & Giles, 1999; Stanton, Giles, & Cruz, 1999). While more faculty are encouraged to incorporate community engagement into their work (Colby, Ehrlich, & Stephens, 2003), minimal research focuses on the motivations of early career engaged faculty (O'Meara, 2012). This study explores why early career faculty, in order to fulfill their roles as engaged teachers, scholars, and active community members, are motivated to integrate community engagement into their teaching, research, and outreach.
The following research questions guided this qualitative study: Q1: How do early career faculty describe their motivations to include community engagement into their teaching, research, and outreach? Q1a: What do early career faculty perceive as the greatest areas of support for community engagement in their teaching, research, and outreach? Q1b: What do early career faculty perceive as the greatest barriers to include community engagement in their teaching, research, and outreach?
This study employed a qualitative, interpretive research design (Patton, 2002). Three sequential phases were utilized: N=6 semi-structured individual expert interviews, N=5 focus groups with N=23 participants involving early career faculty from New England, and N=19 reflective questionnaires administered to focus group participants and additional early career faculty in New England. Purposeful and snowball sampling techniques (Patton, 2002) were used to secure participants through Campus Compact. Data analysis was accomplished using Krueger and Casey's (2009) Classic Approach strategy.
Five major themes emerged: 1) The desire to deepen student learning and enhance teaching methods, 2) Responsibility for community impact and community collaboration, 3) Driven by personal identity, values, and 'meaning making', 4) The struggle for work-life balance, and 5) Motivations grounded in unique institutional culture and characteristics. Findings may be used to recruit and hire new engaged faculty, and design future faculty development efforts to increase faculty involvement, satisfaction, and retention at college, universities, and higher education organizations that promote community engagement.
Smith, Lisa T. "Urban change through sustained community engagement: implications for school leaders." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2004. http://digitalcommons.auctr.edu/dissertations/1890.
Full textHui, Pik-kwan, and 許碧君. "An appraisal of community engagement in planning the express raillink." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B4818357X.
Full textpublished_or_final_version
Transport Policy and Planning
Master
Master of Arts in Transport Policy and Planning
Kirk, Philip M. "Community preparedness: alternative approaches to citizen engagement in homeland security." Thesis, Monterey, California: Naval Postgraduate School, 2014. http://hdl.handle.net/10945/42661.
Full textSince the events of September 11, 2001, there has been an increased emphasis on citizen preparedness in the United States. But over 12 years later, the overall level of preparedness for individuals remains basically unchanged. Americans remain largely unprepared to take care of themselves and their families following a disaster or a terrorist event. There is evidence of success in citizen engagement and community outreach in other safety campaigns, such as fire prevention and safety, as well as seat belt safety. This thesis asks what strategies, methods and practices are used in these successful models to effectively change individual behavior and prompt citizens to take action, and how can these models be applied successfully in the homeland security mission space in the area of community preparedness. In addition, this thesis examines a small set of best practices (fire prevention and safety and seat belt safety) and a comparative case study of community preparedness in the United Kingdom. These best practices are then applied to the United States homeland security discipline, specifically in the area of individual, family and community preparedness. Finally, this thesis provides recommendations for practical applications to increase citizen engagement in preparedness in the United States.
Steinemann, Jeremy R. "Successful streets : performance measures, community engagement, and urban street design." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/73834.
Full textCataloged from PDF version of thesis.
Includes bibliographical references (p. 171-181).
Over the past decade, local transportation agencies have increasingly re-designed urban arterials, their cities' major surface streets, to better accommodate a wide range of users. At the same time, a growing number of agencies are using performance measurement, the tracking and reporting of specific transportation-related variables, to evaluate and document their impacts. This report attempts to understand the role that performance measurement plays in design decision-making for urban arterial streets. First, the report examines how the selection and prioritization of performance measures shape urban arterial forms. While agencies in the mid-20th Century prioritized automobile performance in arterial design, present-day agencies attempt to balance performance across a broader range of street users and performance goals. Second, the report explores how local agencies can use performance-based planning for urban arterial projects at the same time as they engage in community-focused design processes. Research in transportation policy defines performance-based planning as a framework for agencies to use performance goals and measurement to guide decision-making. Existing research largely neglects the use of performance-based planning for project-level decisions and local transportation agencies. Since performance measurement systems hold agencies accountable to well-defined goals, performance-based planning may have value for both stakeholders and local officals in urban arterial design processes. To understand the potential role of performance-based planning for project-level design, this report examines four cases of urban arterial design: two in New York City (Prospect Park West in Brooklyn and 34th Street in Manhattan), and two in Portland, OR (North Williams Avenue and East Burnside). The cases were chosen because, in each, local officials faced community conflict about design and employed some form of performance measurement. The case study analysis finds that agencies can use performance-based planning to both guide design decisions and to actively engage community stakeholders. Among the cases considered, most employed only some features of performance-based planning, primarily to evaluate impacts and to make modifications to preliminary designs. One case, North Williams in Portland, was unique, however, in using a complete form of performance-based planning as a tool to increase participation by community stakeholders in the design process. Building upon the lessons from North Williams and the other cases, this report recommends a new framework for performance-based planning that attempts to empower stakeholders to participate in design decision-making, but recognizes that performance-based planning alone cannot resolve community conflicts.
by Jeremy R. Steinemann.
M.C.P.
Ball, Charlene L. "Intercultural dialogue for civic engagement: Perspectives from the multicultural community." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/236.
Full textBudd, Jean. "Beyond academics - is community engagement possible through work integrated learning?" Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20724.
Full text