Relevant bibliographies by topics / Community Learning Center Project

Academic literature on the topic 'Community Learning Center Project'

Author: Grafiati
Published: 27 July 2024
Last updated: 29 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Community Learning Center Project.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Community Learning Center Project"

1

Achituv, Sigal, and Esther Hertzog. "‘Sowing the seeds of community’: Daycare managers participating in a community approach project." Educational Management Administration & Leadership 48, no. 6 (September 17, 2019): 1080–99. http://dx.doi.org/10.1177/1741143219873076.

Full text
Abstract:
This paper is based on a study of daycare center managers participating in a project aimed at changing the communal approach in early childhood education (ECE) centers. The project was implemented by the ECE system of Israel’s Association of Community Centers for ages birth to three, based on the Ecological Systems Theory (Bronfenbrenner, 1979). The study aimed at learning about the managers’ views and attitudes toward the project, expanding knowledge in the sphere of ECE management and proposing relevant methods for policy improvement. The study applied qualitative methodology and was based on in-depth interviews with managers who participated in the first year of the project, and on observations at the daycare centers and on the project’s implementation process. The findings reveal that the managers are influenced in various ways, by the complex economic and organizational reality of their workplace. The position of the daycare managers as responsible for both implementing the project’s policies and for managing the caregivers creates a complex identity informed by ambivalent attitudes toward the system and the project itself. As ECE for ages birth to three is a conspicuous subject on international public agendas, this study may help ECE policymakers improve education systems by developing solid communal policies.
APA, Harvard, Vancouver, ISO, and other styles
2

Cohn, Amos, and Ricardo Trumper. "The "Acheret" Center and "Archimedes Fulcrum" Academy: an innovative model for project-based learning of physics." Action Research and Innovation in Science Education 2, no. 2 (November 21, 2019): 23–25. http://dx.doi.org/10.51724/arise.24.

Full text
Abstract:
This paper presents a unique and innovative model for project-based learning in physics in which students are engaged in long-term open-ended research projects in physics that are done at the laboratory in school, and in which the project advisor is a physics teacher supported by a community of teacher-researchers.
APA, Harvard, Vancouver, ISO, and other styles
3

Phillips, Fred B., James W. Rushing*, and Brenda J. Vander Mey. "The Charleston Area Children's Garden Project: A Community Sponsored Initiative." HortScience 39, no. 4 (July 2004): 782D—782. http://dx.doi.org/10.21273/hortsci.39.4.782d.

Full text
Abstract:
The Charleston Area Children's Garden Project is a community-sponsored initiative affiliated with the Clemson Univ. Coastal Research and Education Center and the Landscapes for Learning Program. The Project transforms vacant lots and other unused spaces into neighborhood outdoor learning centers. Garden activities are free and open to all. The children plan, plant, and tend the garden under the supervision and guidance of adult Garden Leaders. Whatever is grown, the children take home. A “sidewalk learning session” is held in the garden each week. At these sessions, the garden manager, parents, neighbors, or visitors teach the youngsters about garden-related topics from insects to siphons, from origami to pickling, and a multitude of other topics designed to stimulate learning and child participation. The Project is designed to give children a hands-on learning experience outside the classroom setting, to make neighborhoods more attractive, and to build a sense of community. The Project is totally funded by grant monies and has grown from one garden in 2000 to ten gardens in 2004. Gardens are planted with the involvement of neighborhood associations, the Boys and Girls Clubs, the Homeless Shelter, and in conjunction with after-school programs. The Project makes use of such resources as The Growing Classroom and the Junior Master Gardener Teaching Guide. An array of program materials has been developed that are designed for use in the coastal communities of South Carolina.
APA, Harvard, Vancouver, ISO, and other styles
4

Grichting, Anna, and Kyle Sturgeon. "Urban Design Build: The Frederick Douglass Peace Park - Community-Based Learning Through Making." Open House International 40, no. 3 (September 1, 2015): 5–10. http://dx.doi.org/10.1108/ohi-03-2015-b0002.

Full text
Abstract:
By way of its uniquely concurrent practice + academic learning model, the Boston Architectural College (BAC) has begun a thriving tradition of community engagement through design. This paper uncovers how design/build formats -cast as a service-learning projects - have the potential to foster profound student learning opportunities, improve the urban environment through design engagement and community action, and inform architectural accreditation. Though exceptionally rewarding, the design/build model is not without challenges. The authors utilize their unique perspectives as design educators and community members to deliver both a narrative account and critical analysis for a case study of one such learning model. The Frederick Douglas Peace Park project, conducted in 2008 as part of the authors’ Urban Design Build (UDB) format is an example of a grassroots initiative met with the support of an institution of design education. The project revitalizes a neglected neighborhood by activating forgotten space - rebuilding a sense of community and creating a place of memorial for a much-revered American Civil Rights Activist. Emanating from Grichting’s neighborhood peace park, Sturgeon’s UDB project extended grassroots momentum to community event programming and served as a catalyst for additional reclamation projects: a string of public spaces and the rehabilitation of a community center once on the verge of being torn down and privatized.
APA, Harvard, Vancouver, ISO, and other styles
5

Midden, Karen Stoelzle, and Mark Hamley. "Undergraduate Involvement in Master Planning the Anishinabe Culture and Wellness Center." HortScience 40, no. 4 (July 2005): 1138D—1138. http://dx.doi.org/10.21273/hortsci.40.4.1138d.

Full text
Abstract:
A cooperative project between Turtle Mountain Tribal Community College and Southern Illinois University (SIU) completed a master plan for the Anishinabe Culture and Wellness Center in Belcourt, N.D. The project involved four SIUC undergraduate landscape horticulture students and the researcher visiting the 100-acre site, students and faculty of the Community College, as well as residents of the reservation. The purpose of the project was to: 1) explore developing a distance learning landscape horticulture program as a model project; 2) offer hands-on learning experience for the undergraduates; and 3) develop a master plan for a cultural, wellness, and environmental educational center. Developing the master plan involved four stages conducted by SIUC and Turtle Mountain participants. This included an inventory of the site and surrounding area, visiting classes at Turtle Mountain Tribal College, and interviewing numerous people from the reservation. An analysis was completed to review desired activities, such as a native plant garden, medicine wheel garden, pow wow site, and an outdoor kitchen, in relation to physical and observed features of the site. Environmental concerns, including water quality of the lake, were also addressed in the analysis. A master plan was completed after design concepts were explored. Future goals to complete the Anishinabe project include educational workshops and seeking funds to implement the master plan. Participants felt that the learning exercise for this model project was rewarding and successful. Therefore, SIUC and Turtle Mountain will continue to develop distance learning opportunities for students and potentially invite other tribal colleges with an interest in landscape horticulture to be involved.
APA, Harvard, Vancouver, ISO, and other styles
6

Healy, Devlin. "Youth Pride, INC: Serving a Visible Community." Undergraduate Journal of Service Learning & Community-Based Research 1 (November 22, 2012): 1–8. http://dx.doi.org/10.56421/ujslcbr.v1i0.57.

Full text
Abstract:
How do feminism and service learning intersect in a transformative way for both studentand community? The University of Rhode Island’s Gender and Women’s Studies course,Feminist Thought into Action, challenges its students to answer this question through a synthesisof the pedagogical aims of feminism and service learning carried out in a course project. Thesemester-long service project asks students to employ a practical application of their knowledgeof feminist theory through activism and service in the community. More specifically, thestudents in the class are asked to choose an organization and, through observation andinteraction, evaluate its status as feminist over the course of the semester in order to better gaugethe effectiveness of feminist methodologies. I chose to focus my project on Youth Pride, INC, alesbian, gay, bisexual, transgender, queer, and questioning youth center in Providence, Rhode Island.
APA, Harvard, Vancouver, ISO, and other styles
7

Nichols, Jeananne, and Brian M. Sullivan. "Learning through dissonance: Critical service-learning in a juvenile detention center as field experience in music teacher education." Research Studies in Music Education 38, no. 2 (September 18, 2016): 155–71. http://dx.doi.org/10.1177/1321103x16641845.

Full text
Abstract:
Though many pre-service music teachers have received exemplary instruction in their high school music programs, these programs may not be representative of the social, cultural, and economic diversity of their broader communities. This insularity may hinder their perceptions of their community as they step into an increasingly diverse school environment. The Champaign County Juvenile Detention Center (CCJDC) Arts Project was adopted as a critical service-learning course in order to introduce pre-service music teachers to students and ways of teaching that may be different from what they typically encounter through their university field experiences. Participants in the project designed and facilitated music and arts experiences with the incarcerated youth once per week over an entire semester. In this case study we examine the experiences of six pre-service music teachers who participated in the CCJDC Arts Project during 2012, looking for moments of “dissonance,” which Kiely defines as incongruities between participants’ past experiences and the challenging reality they encounter through the project. Entry into the facility, interactions with the youth at the facility, and the musical practices shaped by the needs of the facility all worked in tandem to challenge participants’ latent expectations and beliefs about their community, and to heighten their awareness of the sociocultural systems that shape their future students, their developing teaching practices, and their own privileged positions in school and society.
APA, Harvard, Vancouver, ISO, and other styles
8

Sompong, Narong, Nattaphon Rampai, and Cherdpong Kheerajitt. "Learning Management in Enhancing Potential of Thai Community ICT Learning Center Project for ICT Development and Utilization." Procedia - Social and Behavioral Sciences 103 (November 2013): 567–76. http://dx.doi.org/10.1016/j.sbspro.2013.10.374.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Deligiannis, Dimitris, Alexis Kokkos, and Ted Fleming. "Larissa – Learning City: From Local Learning to Global Actions." Adult Education Critical Issues 2, no. 1 (July 20, 2022): 20–32. http://dx.doi.org/10.12681/aeci.30772.

Full text
Abstract:
Covid-19 demonstrates the vulnerabilities of living in close proximity to others and we ask this question: What kind of city would enhance the lives of all its citizens, including new arrivals? This question is at the center of attempts to bring adult and citizenship education to address community and social problems through a pedagogy of the city, in this case the City of Larissa. We explore the Learning City – its concept, goals and reality; the cultural and educational obstacles the project faces and the actions and tasks facing Larissa - Learning City. UNESCO provides the framework, resources and support for the Learning City project. It is planned as an exercise in democracy and citizenship which is the version of lifelong learning proposed by the Municipality of Larissa the local lead agency for this venture. The rationale for the project is built on the Freire inspired idea that the local is the starting point for addressing global issues.
APA, Harvard, Vancouver, ISO, and other styles
10

West, Jonathan, and Kristina Peterson. "Reflective Learning from Project Failure in a University/Agency/Community Partnership." Practicing Anthropology 31, no. 4 (September 1, 2009): 33–37. http://dx.doi.org/10.17730/praa.31.4.c7r0754178084203.

Full text
Abstract:
Disaster recovery efforts, especially directly following a natural or technological disaster, tend to focus on the immediate short-term needs of communities. The disaster recovery literature (Rolfe and Britton 1995, Tootle 2007) references the pressure governments are under to be proactive in the aftermath of a disaster. Unfortunately, by focusing so tightly on short-term needs, long-term planning, which can be critical to a community's ultimate resilience, can often be overlooked, inhibited, or disrupted. The fulfillment of an immediate short-term need can act as a force to push against and limit a community's long-term vision. Universities and government and non-profit agencies that work to provide valuable services to communities, especially in post-disaster situations, must be attuned to the long-term visions of the communities with which they work. At the Center for Hazards Assessment, Response, and Technology (CHART), we have taken advantage of the reflective character of participatory action research (PAR) in order to learn from our own shortcomings in such partnerships. An account of our missteps and wrong turns in regards to one particular project could be useful to others starting similar collaborative efforts.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
3

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

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
5

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

Full text
Abstract:
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)
APA, Harvard, Vancouver, ISO, and other styles
6

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

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
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.

Full text
Abstract:
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
APA, Harvard, Vancouver, ISO, and other styles
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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Community Learning Center Project"

1

Dhaka, UNESCO, and National Seminar on Community Learning Centre (2004 : Dhaka, Bangladesh), eds. Community learning center: The Bangladesh experience. Dhaka: UNESCO, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Guy, Charlotte, and Anne-Cécile Schreiner. LILLIAD Learning Center Innovation. Paris: Archibooks, 2017.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

1950-, Mellard Daryl F., Hoffman Lesa, and Educational Resources Information Center (U.S.), eds. Current status on accommodating students with disabilities in selected community and technical colleges: The Individual Accommodations Model : accommodating students with disabilities in post-secondary settings : a project of the University of Kansas, Center for Research on Learning, Division of Adult Studies. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Dilcher, Ann Katherine. Learning that works: The provision of workplace education by community and junior colleges : a report of the project on corporate decision-making and basic skills training in small and medium-sized firms of the Southport Institute for Policy Analysis. Washington, DC (820 First St., N.E., Suite 460, Washington 20002): The Institute, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

International, Bible Light. Library and learning center project: At Blossoming Rose's Biblical Tamar Park, Israel. Ottawa, KS]: Bible Light Int'l, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Formisano, Virginia. La multimedialità e l'apprendimento delle lingue: Learning languages by Multimedia Center Project. Roma: Aracne, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Thailand) Chotichinda Mouchel Consultants (Firm : Bangkok. The study and development planning for Bangna-Srinakharin community center project: Executive summary. [Bangkok, Thailand]: Department of City Planning, Bangkok Metropolitan Administration, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Robillos, Mia U. Somali community needs assessment project: A report prepared for the Somali Resource Center. Minneapolis: Center for Urban and Regional Affairs, University of Minnesota, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hill, Amie. The Interlocken difference: Four decades of experiential learning and community building worldwide. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Laura, D'Amico, and Educational Resources Information Center (U.S.), eds. Content-driven instruction reform in Community School District #2: High Performance Learning Communities Project. [Pittsburgh, PA]: Learning Research and Development Center, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Community Learning Center Project"

1

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
2

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
3

Clinton, Janet M., Ruth Aston, and Hayley Paproth. "An Evaluation Framework for Schools as Community Hubs." In Schools as Community Hubs, 293–308. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9972-7_20.

Full text
Abstract:
AbstractThe Building Connections: Schools as Community Hubs project is concerned with increasing social value within communities through understanding the development, merit, worth and significance of schools that engage with the community. This process involves identifying the multiple components of such schools developed with diverse target groups across a range of community settings. In this context, assessing the program implementation process is essential to capturing and documenting the realities of a school's planning, development, and implementation as a community hub. This chapter outlines an evaluation framework generated to document the development and implementation of community hub schools, as well as their effectiveness and efficiency. It argues that the evaluation process is essential for initial development, ongoing sustainability, and future scaling. The proposed framework builds on an adapted form of the Centers for Disease Control (CDC) Framework for Program Evaluation (2011). This CDC Framework provides an overarching theoretical evaluation framework that facilitates collaboration with all stakeholders and encourages the development of a learning environment and feedback as a part of the evaluation. The model emphasises the process of engagement and outcomes, and seeks to describe the realities of implementation in complex contexts to explain outcomes.
APA, Harvard, Vancouver, ISO, and other styles
4

Muhonen, Anu, and Heidi Vaarala. "“I Have Karelia in My Soul” – Intra-action of Students, Seniors and Artefacts in a Community-Engaged Service-Learning Collaboration." In New Materialist Explorations into Language Education, 57–72. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13847-8_4.

Full text
Abstract:
AbstractIn this chapter we examine a foreign language learning environment in a community-engaged setting in a Canadian city through a new materialist lens. As part of a service-learning project, Canadian students of Finnish language and culture visit a Finnish language seniors’ centre regularly to participate in different activities and spend time with the Finnish-speaking seniors. We examine the assemblage of the participants (seniors and students) and one artefact, a map, and offer a close analysis of the intra-action that takes place during one visit at the centre. In our analysis, our service-learning collaboration does not merely give a voice and agency to seniors. Rather, the seniors actively take the opportunity to voice their knowledge, and doing that, give a voice to an old Finnish school map, which retells stories of the seniors’ past in intra-action. Meanwhile the students also gain new knowledge.
APA, Harvard, Vancouver, ISO, and other styles
5

Leat, David, and Ulrike Thomas. "Community Curriculum Making and EPBL." In Enquiry and Project Based Learning, 193–204. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315763309-10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Guffey, John. "Turtle Island Project: Service-Learning in Native Communities." In Learning With the Community, 144–48. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003445715-14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Tordoff, David, and Julia Atkin. "Developing a School and Community Learning Hub: A Case Study from Regional Australia." In Schools as Community Hubs, 233–49. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9972-7_16.

Full text
Abstract:
AbstractThis chapter chronicles a merging of previously separate community, school, cultural, wellbeing, and tertiary facilities within a new hub in the regional centre of Young, New South Wales (NSW), Australia. It describes the collaboration required between state and local government, architects, educators and community representatives from the conception of the facility within the community, to engaging with multiple stakeholders and policies and the architectural response to a complex brief on a fortuitous multilayered historical site within a diverse cultural context. Australia wide, governments are searching for more effective and efficient use of public infrastructure. In NSW schools have long been encouraged to make their facilities available for community use and consequently ‘shared’ use of school owned facilities is relatively common. It is only recently that ‘joint use’ projects have been promoted in NSW. ‘Joint use’ involves significant capital investments of land and/or facilities by two or more parties. ‘Joint use’ projects have the potential to open myriad learning opportunities for a community. In Young, the concurrent need to upgrade and extend the community library facilities and the community’s high school facilities provided an opportunity to develop a ‘joint use’ community hub not only to service the town but for ‘supporting whole of life learning for Hilltops’—the local government area. With new opportunities inevitably come challenges. The chapter discusses challenges around the governance and management that joint use projects present and how this community is designing its way forward.
APA, Harvard, Vancouver, ISO, and other styles
8

Brown, Luther. "Service-Learning and Field Biology in Postcolonial Perspective: The Bahamas Environmental Research Center as a Case Study." In Life, Learning, and Community, 127–40. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003445753-15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Mitchell, Gordon. "The Art Peace Project." In Working the Margins of Community-Based Adult Learning, 103–14. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-483-1_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Laur, Dayna, and Jill Ackers. "Strategy Two: Build Classroom Community." In Developing Natural Curiosity through Project-Based Learning, 32–58. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315528410-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Community Learning Center Project"

1

Mensch, Scott, and Azad Ali. "Using Digital Video Game in Service Learning Projects." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3388.

Full text
Abstract:
This paper details the experience of a particular department in integrating digital video games into a service learning project. The department of Technology Support and Training program (TST) within the Eberly College of Business and Information Technology (ECOBIT) at Indiana University of Pennsylvania (IUP) has taken the initiative to integrate service learning projects into their courses. Various initiating proposals have taken place in regards to ideas for the selection of the service learning projects and the methods of their implementation. Among these initiatives is a project taken by faculty members to donate a digital video game to a senior citizen center within the community. The paper first provides a theoretical feedback on service learning projects in general and the steps that led these faculty members to select this idea for a service project. More details is given regarding the planning and implementation for this project including the procedures followed to collect funds for the video game and the selection of the senior citizen center.
APA, Harvard, Vancouver, ISO, and other styles
2

Wosczyna-Birch, Karen, Paola Jaramillo, John Birch, and Ronald Adrezin. "Problem Based Learning Initiative in Collaboration With the CT College of Technology’s Center for Life Support and Sustainable Living." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-66229.

Full text
Abstract:
The Connecticut (CT) College of Technology with funding from the National Science Foundation (NSF) has established the Center for Life Support and Sustainable Living. The Center is the result of partnerships with the CT Community Colleges, four-year institutions, local hospitals and industry, and the collaboration with NASA through the CT Space Grant College Consortium. The primary goals of the Center are the following: (1) to provide teams of community colleges and four-year university students opportunities to apply science, engineering and technology knowledge as well as professional skills necessary to be successful in future employment to real-world problems that address life support and sustainable living issues; (2) to strengthen the 2+2+2 pathways between community colleges and four-year institutions; (3) provide professional development opportunities for community college faculty; (4) implement strategies to recruit and retain a diverse population of students interested in STEM disciplines; and (5) develop multi-media curriculum modules using contextual or problem-based-case-based learning (PBCL). The project has instituted interdisciplinary teams of community college and university students who are initiated into the program with intensive instruction and project planning and management, leadership, teamwork, and behavioral diversity using DISC behavioral analysis profiles during an intense three-week period during the winter intersession. In addition to the initial training, student participants must commit to working approximately 250 hours during their school year for which they are working on their respective team-based projects. As part of their hours, they must meet as a full team a minimum of twice each month. Participating students are currently mentored by two and four-year faculty and industry representatives. So far, the research has been conducted during the summer months and the academic year on life support and sustainable living projects for NASA, the U.S. Coast Guard, medical facilities, such as the CT’s Children’s Medical Center, and industry partners such as Hamilton Sundstrand and Kaman Aerospace. As a result of these research projects, the community college and four-year faculty are implementing real-world life support and sustainable living projects and collaboratively are writing multi-media Project-Based-Case Based Learning modules, which incorporate technology and science skill standards. The Problem-Based-Case-Based multi-media modules are being piloted at the CT College of Technology’s community colleges and universities.
APA, Harvard, Vancouver, ISO, and other styles
3

Garimella, Srinivas. "Integrated Undergraduate, Graduate, and Professional Student (Distance Learning) Education in Thermal Systems Design." In ASME 2000 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2000. http://dx.doi.org/10.1115/imece2000-1401.

Full text
Abstract:
Abstract This paper describes an educational program in practical thermal systems design that encompasses design project-oriented teaching of undergraduate, graduate and off-campus professional students, industry-university collaboration, and community outreach. The program uses an integrated approach that treats thermodynamics, fluid mechanics, and heat transfer as parts of one interconnected area, in which solutions to real-life design problems can be obtained only when all these aspects are considered simultaneously. Cooperation between students at various stages of their educational and professional careers is fostered to maximize the synergy that results from combining insights gained in industry and those developed in structured classroom instruction. The program consists of a comprehensive portfolio of Thermal Systems Design Instruction Initiatives. An interactive design laboratory format is used for cooperative execution of open-ended mini-projects spanning two-to-three weeks, and a semester-long project. The use of virtual project groups through the web removes geographical barriers. Computer programs for the solution of projects are placed on-line to create a design library for use by students in future semesters as case studies. An Energy-Efficient Environmentally-Safe Design Studio is planned where projects on environmental responsibility, and energy efficiency can be conducted for the local community. Annual design studio conferences will be held to foster K-12 and community involvement, and to demonstrate sustainable technologies. Collaboration with local thermal systems related organizations such as the Iowa Energy Center is also being pursued, which will provide inherent mechanisms for technology transfer from course-related projects to industry and the community.
APA, Harvard, Vancouver, ISO, and other styles
4

O'Leary, Ceara. "Collaborative Community Practice: Evaluating Partnerships and Pedagogy." In 109th ACSA Annual Meeting Proceedings. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.am.109.74.

Full text
Abstract:
University-based community design centers are unique in their position within a network of both academic and community relationships. While design centers follow different models, this paper applies an evaluative framework to one university-based community design practice that centers teaching and collaborative professional projects. This paper will unpack how the Detroit Collaborative Design Center (DCDC) operates within the School of Architecture (SOA) at the University of Detroit Mercy, offering educational oppor¬tunities for students to explore community-engaged design practice, as well as how the practice operates within a net¬work of community partners citywide on a range of projects and with an emphasis on collaboration. This paper seeks to identify and share outcomes associated with community design practice in terms of both student and community collaborator experience through an evolving evaluative practice. The paper includes perspectives from an evaluative framework currently under development and aims to illustrate and offer initial lessons for both the learning experience and collaborative design process. Overall, this research and paper aim to draw lessons from community design practice related to both pedagogy and partnerships, and where they intersect.
APA, Harvard, Vancouver, ISO, and other styles
5

Njue, Teresa, Stanely Simiyu, and Francis Murage. "Effectiveness of Open and Distance Learning Approaches in Community Based Learning for Girls and Women in Kenya - A Human Centered Approach." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7900.

Full text
Abstract:
Open and distance learning continue to play fundamental role in contributing to the construction of knowledge societies in a lifelong learning context. Despite educational challenges of the 21st century, and notably the Covid-19 global disruption in the education sector, open and distance learning concept has achieved notable recognition. It has had substantial impact on all education delivery systems. The objective of the research project was to assess the impact of open and distance learning approaches on education and empowerment of girls and women in Kenya’s Maasai nomadic community. The project was implemented during a fellowship program re-imagining African education in the wake of Covid-19. The research project was carried out in a formal, informal and non-formal setup. Community-led alternative learning model advocates for education practices that match and reflect the needs and circumstances of the excluded/disadvantaged populations. The model integrated open and distance learning concept in a community based learning. The project targeted six local Maasai women groups on house construction skills through purposive sampling technique. Human centered design approach was intensively employed in co-creating and co-designing the ODL-Community based learning approach. Key processes were triggering the community, ideation, prototyping, feedback, iteration and implementation. The instruction and assessment was facilitated virtually (80%), guided by a local translator and site visit by TVET instructors (20%). A community of learning was established with 10 local champions enrolled in instructor support training through blended approaches. Data was quantitatively and qualitatively analyzed. Findings underscored that open and distance learning significantly reduced the constraints of time and place, reduced educational bottlenecks experienced in the traditional face-to-face system. It has significantly shifted knowledge, attitudes and perceptions in girls and women education. There was increased demand for learning and explored flexible and blended learning opportunities in disadvantaged and hard to reach areas. The project recommended affordable technology and digital learning strategies to improve equity and inclusion in education. Strengthen partnerships between communities, public and private sector for an enabling environment that includes digital infrastructure and digital skills user.
APA, Harvard, Vancouver, ISO, and other styles
6

Killin, Cat, Jillian Nicoll, Meriel Conn, Josaleen Connolly, Fiona Ewart, James Mack, Morag Thomson, Morag Cahir, Rachel Pugh, and Shona Hynd. "122 The biggart project: collaboration between hospice and geriatric community hospital towards shared learning." In The APM’s Annual Supportive and Palliative Care Conference, In association with the Palliative Care Congress, “Towards evidence based compassionate care”, Bournemouth International Centre, 15–16 March 2018. British Medical Journal Publishing Group, 2018. http://dx.doi.org/10.1136/bmjspcare-2018-aspabstracts.149.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Chiasson, Mario, Mireille Bertin-Post, Isabelle Savoie, and Nathalie Kerry. "INTR’APPRENEUR PROJECT: REDEFINING EDUCATION LEADERSHIP IN THE AGE OF INDUSTRY 4.0 THROUGH INNOVATIVE COMMUNITY LEARNING CENTERS - CASE STUDY." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.0500.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Nava-Landeros, Imelda. "Preservice Service STEM Teachers and Their Enactment of Community-Centered STEM Project-Based Learning (C-STEM-PBL)." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1692663.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Matolay, Réka, Linde Moriau, Emma McKenna, Andrea Toarniczky, Judit Gáspár, Márta Frigyik, Brecht Van der Schueren, Sinead McCann, Caroline McGowan, and Catherine Bates. "Adopting Learning Circle approaches to equip academic staff for Community Engaged Research and Learning practices." In Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16360.

Full text
Abstract:
The purpose is to explore the potential of Learning Circle (LC) approaches with an aim of equipping academic staff for Community Engaged Research and Learning (CERL) practices. We draw on the experiences from a three-year Erasmus+ project, CIRCLET. It aimed to meet the demand to better align higher education with the needs of the rapidly changing 21st century society, by enhancing the professional development of academic staff and fostering a culture of engagement. The article presents a case study-based argument that the LC – as a community of practice approach – is an effective instrument for, and has the potential to tackle, many of the challenges of professional development. We draw on a combined method, building case studies from post-interviews, personal notes and observations. We present four different cases, and offer suggestions for how LCs created a safe space, thus enabling learning at different levels which supported academics to build CERL into curricula.
APA, Harvard, Vancouver, ISO, and other styles
10

Garnett, Fred, and Violeta maria Serbu. "COMPARING THE ALTERNATIVE LEARNING MODELS OF WIKIQUALS & CROS AND THEIR USE OF SOCIAL MEDIA." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-084.

Full text
Abstract:
In recent years both WikiQuals & CROS have implemented alternative models of Universities. Wikiquals is based on the Emergent Learning Model, presented at CELDA 2009, and CROS have developed their Alternative University since 2007 based on participant design. Whilst the Emergent Learning Model is derived from a series of projects and theories that developed from the use of eLearning and social media and have moved to real world activities, CROS started with a group of people engaging in real world activities and enhanced their educational model by using social media as a learning resource and environment. The Emergent Learning Model was derived from earlier theories, most notably the Open Context Model of Learning which is an open learning based on what had been learnt about pedagogy from earlier work with eLearning software. Consequently the model was built around an 'obuchenie' approach, looking at the evolving relationship between teachers and learners in the new learning contexts post Web 2.0. The Emergent Learning Model is an interpretation of the relationships between informal, non-formal and formal learning in line with the EUs post-Bologna requirements for i2020, redefining what we mean by each of these types of learning. Critically learning content is defined as 'structured learning opportunities without formal learning outcomes', or 'non-formal learning'. In Web2.0 the ability to publish is termed 'user-generated content', and we regard the ability to create 'learner-generated' content as an important element of emergent learning. The WikiQuals project is based on self-publishing learner-generated content at doctoral level, with each 'Sqolar' developing personal learning networks as part of a self-accrediting process. The Alternative University (AU) project was envisioned as developing a student-centred model of higher education for Romania and was initially a community of practice for Student NGOs members. The educational model evolves yearly and now comprises various learning programs derived from the following; supported learning, social learning and practical learning. Other learning resources and support are used, such as the Learning House, My Learning Tribe online community (social media) or The Game (gamification). The whole model is designed to support autonomous learning behaviour in students building a community of learners. The online community supports students' learning processes and grows with the model's capacity to support the learning community. Online tools used for social and/or learning purposes are evolving and adapting fast to the real needs of the learners. These act as rapid adaptive learning management systems or eco-systems and also indicate the reality and health of that community. So, the AU model is enhancing its capacity to generate learning and facilitate learners autonomy by matching and augmenting the real life experiences with the online. We will compare them given that WikiQuals is learner-centric personalised-learning concerned with self-accreditation, whereas CROS is student-centred, self-directed, social learning with a stronger focus on working within a community of practice.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Community Learning Center Project"

1

Davis, Cathlyn. Summative Evaluation: UFERN Framework Professional Learning Community. Oregon State University, March 2022. http://dx.doi.org/10.5399/osu/1153.

Full text
Abstract:
The UFERN Framework Professional Learning Community project was funded as a supplement to the existing NSF-funded Undergraduate Field Experiences Research Network (UFERN), which sought to build a vibrant, supportive, and sustainable collaborative network that fostered effective undergraduate field experiences. The goals of the UFERN Framework Professional Learning Community (PLC) supplement were: • To support a small group of field educators in intentional design, implementation and assessment of student-centered undergraduate field experiences in a range of field learning contexts; • To develop effective strategies for supporting undergraduate field educators in using the UFERN Framework as an aid for designing, implementing, and assessing student-centered undergraduate field experience programs; • To assemble vignettes featuring applications of the UFERN Framework in a range of program contexts; and • To expand the community of field educators interested in designing, implementing, and assessing student-centered undergraduate field learning experiences. Sixteen educators participated in the PLC, which targeted participants who taught and facilitated a range of undergraduate field experiences (UFEs) that varied in terms of setting, timing, focus and student population. Due to the COVID pandemic, the originally-planned three-month intensive training took place over nine months (January to October 2021). It consisted of seven video conference sessions (via Zoom) with presentations and homework assignments. It included independent work, as well as guided group discussions with project leaders and other participants, which were supported by online collaborative tools.
APA, Harvard, Vancouver, ISO, and other styles
2

Clark, Louise, Jo Carpenter, and Joe Taylor. Insights for Influence: Understanding Impact Pathways in Crisis Response. Institute of Development Studies, November 2023. http://dx.doi.org/10.19088/core.2023.016.

Full text
Abstract:
The Covid-19 Responses for Equity (CORE) programme was a three-year initiative funded by the Canadian International Development Research Centre (IDRC) that brought together 20 projects from across the global South to understand the socioeconomic impacts of the Covid-19 pandemic, improve existing responses, and generate better policy options for recovery. The research covered 42 countries across Africa, Asia, Latin America, and the Middle East to understand the ways in which the pandemic affected the most vulnerable people and regions, and deepened existing vulnerabilities. Research projects covered a broad range of themes, including macroeconomic policies for support and recovery; supporting essential economic activity and protecting informal businesses, small producers, and women workers; and promoting democratic governance to strengthen accountability, social inclusion, and civil engagement. The Institute of Development Studies (IDS) provided knowledge translation (KT) support to CORE research partners to maximise the learning generated across the research portfolio and deepen engagement with governments, civil society, and the scientific community. As part of this support, the IDS KT team worked with CORE project teams to reconstruct and reflect on their impact pathways to facilitate South-South knowledge exchange on effective strategies for research impact, and share learning on how the CORE cohort has influenced policy and delivered change. This report presents an overview of these impact pathways and the lessons learnt from a selection of the projects chosen to represent the diversity of approaches to engage policymakers, civil society, and the media to generate and share evidence of the effect of the pandemic on diverse vulnerable groups.
APA, Harvard, Vancouver, ISO, and other styles
3

Supak, Jeffrey. Holy Cross Project Community Development and Climate Action Center. Office of Scientific and Technical Information (OSTI), March 2019. http://dx.doi.org/10.2172/1524618.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Stevens, Sara, and Jongeun Kim. Developing a Community Service-Learning Project: Sustainability in the Apparel Industry. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-174.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Weathers, Kelly, and Barbara Frazier. Engaging fashion majors in the community: Outcomes of a service learning project. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-797.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Bradley, A., E. Davies, G. Stewart, M. Cox, H. Potter, M. Clement, A. Mayfield, and R. Taylor. Workplace learning for community archaeologists: A Skills for the Future project 2011 - 2015. Council for British Archaeology, March 2015. http://dx.doi.org/10.11141/rb5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Graham, Bruce. Cloud County Community College Wind Energy Technology Project and Renewable Energy Center of Excellence. Office of Scientific and Technical Information (OSTI), February 2016. http://dx.doi.org/10.2172/1239597.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 8: Dissemination. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001255.

Full text
Abstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 8: Dissemination.
APA, Harvard, Vancouver, ISO, and other styles
9

Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 1: Partnership Building. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001248.

Full text
Abstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s Open Research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decisionmakers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of eight knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 1: Partnership Building.
APA, Harvard, Vancouver, ISO, and other styles
10

Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 3: Proposal Development. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001250.

Full text
Abstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 3: Proposal Development.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Community Learning Center Project' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography