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Статті в журналах з теми "Community leadership programs"
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Wituk, Scott, Sarah Ealey, Mary Jo Clark, Pat Heiny, and Greg Meissen. "Community Development through Community Leadership Programs: Insights from a Statewide Community Leadership Initiative." Community Development 36, no. 2 (June 2005): 89–101. http://dx.doi.org/10.1080/15575330509490177.
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Cleveland, Marisa, and Simon Cleveland. "Building Engaged Communities—A Collaborative Leadership Approach." Smart Cities 1, no. 1 (November 14, 2018): 155–62. http://dx.doi.org/10.3390/smartcities1010009.
Повний текст джерелаАнотація:
Community engagement is essential for building smart cities. While leaders who participate in community leadership development programs create engaged communities, there is a gap in literature on the role leadership programs play in the formation of engaged communities. This conceptual paper examines the relationship between collaborative leadership and leadership development programs in order and their role in fostering engaged communities. Recommendations for future research on building effective leadership programs are proposed.
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L Eddy, Pamela, and Regina L Garza Mitchell. "Preparing Community College Leaders to Meet Tomorrow's Challenges." Journal for the Study of Postsecondary and Tertiary Education 2 (2017): 127–45. http://dx.doi.org/10.28945/3884.
Повний текст джерелаАнотація:
Aim/Purpose: This article reviews the leadership development literature and posits that a learning centered approach will best support the development of community college leaders. But, it is important to recognize that community colleges have differing needs due to size, location, and the communities they serve. Background: American community colleges have received a great deal of attention over the last decade as institutions poised to contribute to the education of the workforce and to increase the number of citizens who possess a certificate or degree. Concurrently, community colleges also received attention due to the warnings about a pending presidential leadership crisis in the sector. As more and more sitting leaders retire, the demands of the job increase, and fewer individuals seek out top-level leadership positions, it is important to address how to develop community college leaders. Contribution: The review of leadership development literature provides the backdrop for creating new programs to develop community college leaders. A multi-faceted approach is required in which succession planning occurs, graduate programs are revamped, and both individuals and organizations engage in the development of community college leaders. Findings: It is important to recognize that community colleges have differing needs due to size, location, and the communities they serve. Graduate doctoral programs targeting community college leadership and national training programs can help prepare leaders, but they need curricular and program alignment targeting development of authentic leadership and ways to bridge theory with practice. Establishing succession planning can build a robust leadership pipeline that supports networked leadership and nurtures contextual competencies. Impact on Society: Understanding better how to prepare leaders to face the challenges now facing community colleges requires questioning current practices and building different leadership development programs.
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Patterson, Tracy Enright, Donna R. Dinkin, and Heather Champion. "Team sponsors in community-based health leadership programs." Leadership in Health Services 30, no. 2 (May 2, 2017): 171–83. http://dx.doi.org/10.1108/lhs-10-2016-0054.
Повний текст джерелаАнотація:
Purpose The purpose of this article is to share the lessons learned about the role of team sponsors in action-learning teams as part of community-based health leadership development programs. Design/methodology/approach This case study uses program survey results from fellow participants, action learning coaches and team sponsors to understand the value of sponsors to the teams, the roles they most often filled and the challenges they faced as team sponsors. Findings The extent to which the sponsors were perceived as having contributed to the work of the action learning teams varied greatly from team to team. Most sponsors agreed that they were well informed about their role. The roles sponsors most frequently played were to provide the teams with input and support, serve as a liaison to the community and serve as a sounding board, motivator and cheerleader. The most common challenges or barriers team sponsors faced in this role were keeping engaged in the process, adjusting to the role and feeling disconnected from the program. Practical implications This work provides insights for program developers and community foundations who are interested in building the capacity for health leadership by linking community sponsors with emerging leaders engaged in an action learning experience. Originality/value This work begins to fill a gap in the literature. The role of team sponsors has been studied for single organization work teams but there is a void of understanding about the role of sponsors with multi-organizational teams working to improve health while also learning about leadership.
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Schultz, Carol M. "Community Leadership Training Programs for the Active Retired." Adult Learning 3, no. 3 (November 1991): 11–13. http://dx.doi.org/10.1177/104515959100300306.
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Azzam, Tarek, and Ronald E. Riggio. "Community Based Civic Leadership Programs: A Descriptive Investigation." Journal of Leadership & Organizational Studies 10, no. 1 (February 2003): 55–67. http://dx.doi.org/10.1177/107179190301000105.
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Porr, Dean Alan. "Putting “development” back into community leadership (development) programs." Community Development 42, no. 1 (January 2011): 97–105. http://dx.doi.org/10.1080/15575330.2010.505295.
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DeBlauw, Amanda L., and Jenny L. Daugherty. "Teaching Leadership in Technical Programs at Community Colleges." Journal of Leadership Education 16, no. 2 (April 1, 2017): 79–91. http://dx.doi.org/10.12806/v16/i2/r5.
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Bertrand, Melanie, and Katherine C. Rodela. "A Framework for Rethinking Educational Leadership in the Margins: Implications for Social Justice Leadership Preparation." Journal of Research on Leadership Education 13, no. 1 (November 29, 2017): 10–37. http://dx.doi.org/10.1177/1942775117739414.
Повний текст джерелаАнотація:
This article reimagines the social justice educational leadership field, highlighting the leadership of youth, parents, and community. We examine widely cited social justice educational leadership publications, in addition to critical research on youth voice, parent engagement, and community organizing. Our analysis reveals that the field often overlooks youth, parent, and community educational leadership. Through the theory of collective transformative agency, we propose a new framework for dismantling deficit ideologies and disempowering practices in leadership preparation programs. The article concludes with specific proposals for programs to re-envision the “how” and “who” of leadership preparation.
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Kelsey, Kathleen D., and Leah J. Wall. "Do Agricultural Leadership Programs Produce Community Leaders? A Case Study Of The Impact An Agricultural Leadership Program On Participants' Community Involvement." Journal of Agricultural Education 44, no. 4 (December 2003): 35–46. http://dx.doi.org/10.5032/jae.2003.04035.
Повний текст джерелаДисертації з теми "Community leadership programs"
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Roush, John G. "The status of community leadership programs in Indiana." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/774747.
Повний текст джерелаАнотація:
The research study had three purposes for examining community leadership programs. First, the study described the status of community leadership programs in Indiana. Second, the study compared current data with data collected by Lynch in 1987. This comparison identified trends and changes in planning, administering, and evaluating community leadership programs. Third, the study included a search of literature and an analysis of data which confirmed theoretical and practical linkages between the community leadership, adult education, and community education domains.The study was initiated with a telephone investigation to identify 50 community leadership programs in the state. A questionnaire was then mailed to program directors. The instrument, an expanded version of Lynch's 1987 questionnaire, collected data about program staff, budgets, curricula, participants, alumni, and evaluation. Forty-seven program directors responded by mail and three by telephone.Final data, which provided a profile of the 50 programs, were collated and published as a directory of Indiana community leadership programs. Data showed 43 programs were active, two were inactive, two were pilot programs in 1990 and 1991, and 15 were newly organized in 1990.Analysis revealed several changes and trends which occurred in the three years between 1987 and 1990. The most notable change in the three years between 1987 and 1990 was the 100% increase in the number of programs (from 25 to 50). Two significant trends were seen in the increase of programs in smaller communities (under 50,000 population), as well as, a shift in curriculum emphasis from community orientation toward community trusteeship.Data analysis also indicated that community leadership programs embodied the values of social responsibility and community action espoused by adult education and community education fields. Although no collaboration was noted with local community education programs, many community leadership programs had partnerships with adult education providers.This study concluded that economic pressures on, and an increasing sense of social responsibility within communities appeared to contribute to the popularity of community leadership programs. This study suggested further research: (a) designing more effective ways to assist community leadership program directors, and (b) identifying more effective models and procedures for cooperation between community education and leadership development programs.School of Continuing Education and Public Service
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Apaliyah, Godwin Tayese. "An Analysis of the Effects of Program Structure and Content on Outcomes of Community Leaderhip Education Programs." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299607608.
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Rice, Cheryl. "Perspectives among Successful Adult Learners in Two Diploma Completion Programs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6099.
Повний текст джерелаАнотація:
More than 24,000 U.S. high school students drop out each year, contributing to the approximate 1.1 million U.S. adults who have not earned the high school diploma or General Education Development. This failure in educational attainment contributes significantly to the lack of economic and workforce development opportunities as well as the standard of living for more than 10% of the statewide population of a midwestern state. In response to this problem, the state entered into model programming in 2015 with 2 new approaches for adult education to diploma programs. The purpose of this basic qualitative interpretive research study was to better understand the experiences of 9 adult learners who successfully completed 1 of 2 high school diploma completion programs. The conceptual framework for this study integrated the learning theory perspectives of Bruner and Bandura and the aspects of lifelong learning and its influence on the motivations and values of the adult learner. The codes and themes that emerged from the analysis of the interview process were the participants' connection to the program, extrinsic and intrinsic motivations, challenges that were experienced through the program, strategies for success that fostered the completion process, suggestions for program improvements, and the advice the participants would give to prospective students who are considering an adult diploma option. These results may contribute to a better understanding of success factors for adult students enrolled in diploma completion programs and support positive change and program effectiveness in the future.
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Vickers, Karen J. "An assessment of leadership development programs for employees in Iowa's community colleges." [Ames, Iowa : Iowa State University], 2007.
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Orr, Harrison. "Student Retention in Community College Engineering and Engineering Technology Programs." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3657.
Повний текст джерелаАнотація:
An ex-pos-facto non-experimental quantitative study was conducted to examine the academic, financial, and student background factors that influence first-to-second year retention of engineering and engineering technology students at U.S. community colleges. Analysis of the five research questions was done using a chi-square test and multiple logistic regressions. Data were obtained from the National Center for Education Statistics (NCES) Beginning Postsecondary Students 2012/2014 (BPS: 12/14) study. Computations were performed using PowerStats, a web-based statistical tool provided by the NCES, as well as IBM SPSS 25.
The sample population consisted of students who entered postsecondary education for the first time in the 2011-2012 academic year and enrolled in an engineering or engineering technology program at a community college. Predictor variables were identified from the dataset and grouped into the categories of academic, financial, and student background variables. These groupings were used as individual models to predict first-to-second year retention of community college engineering and engineering technology students using logistic regressions. Finally, individual variables that displayed statistical significance were then combined and were used as a model to predict student retention with a logistic regression.
Results indicate that community college engineering and engineering technology students are not retained at a significantly different rate than non-engineering and engineering technology majors. In addition, the groupings of academic and student background variables did not have a significant impact on the retention of community college engineering and engineering technology students, while the grouping of financial variables did have a significant impact on retention. The variables attendance pattern (academic), TRIO program eligibility criteria and total aid amount (financial), and dependency status (student background) were all statistically significant to their respective predictor models. Finally, the combination of these statistically significant academic, financial, and student background variables were significant predictors of retention.
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Balt, Marcelle. "Youth leadership development programs in Africa : assessing two case studies." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50233.
Повний текст джерелаАнотація:
Thesis (MPhil)--Stellenbosch University, 2004.ENGLISH ABSTRACT: The central focus of this thesis is Youth Leadership Development programs in Africa. These programs are viewed within the context of the circumstances the youth currently face in their lives, and also the important role the youth in Africa have to play in the future of the continent. It is argued that leadership development holds the key to addressing the social, economic and political challenges Africa currently experiences. The Youth capacity building program in Uganda and the Joint Enrichment Project in South Africa were chosen as two case studies of Youth Leadership Development programs in Africa. The two case studies were benchmarked against the assessment tool that the International Youth Foundation (IYF) has created for making youth programs work. The above two programs differ greatly in their cultural, economic, social and political contexts. The aim of this study is to determine whether a single set of criteria for Youth Leadership Development programs in the African context is possible, despite the aforementioned differences inherent in the programs. To this end separate qualitative comparisons have been conducted on both the case studies. Shortcomings with regard to the assessment tool as well as the chosen youth programs were also identified. This study highlights that community development includes youth development, and therefore also the training of future leaders. Africa cannot rely on previous models of leadership development for today's youth. Further research in this field is needed, but this study confirms that Youth Leadership Development is vital in Africa.
AFRIKAANSE OPSOMMING: Die sentrale fokus van die tesis is jeug leierskapsontwikkelingsprogramme in Afrika. Hierdie programme word benader binne die konteks van die omstandighede wat die jeug se lewens beinvloed, asook diebelangrike rol wat die jeug in Afrika speel in die toekoms van die kontinent. Die uitgangspunt is dat leierskapsontwikkeling die sleutel is tot die verbetering van sosiale, ekonomiese en politieke uitdagings in Afrika. Die "Youth capacity building" program van Uganda, en die "Joint Enrichment Project" van Suid-Afrika is twee gevallestudies wat gekies is as voorbeelde van jeug leierskapsontwikkelingsprogramme in Afrika. Hierdie twee gevallestudies is gemeet aan die "International Youth Foundation" (IYF) se riglyne vir die bepaling van suksesvolle jeugprogramme. Die twee gekose programme verskil grootliks ten opsigte van die kulturele, ekonomiese, sosiale en politieke konteks waarbinne hulle plaasvind. Die doel van hierdie studie is om die moontlikheid te bepaal van 'n enkele stel kriteria vir jeug leierskapsontwikkelingsprogramme binne die Afrika konteks. Vir hierdie doel is afsonderlike kwalitatiewe vergelykings getref tussen die gevallestudies en die bepaalde riglyne van die IYF. Verder is tekortkominge van beide die riglyne asook die jeugprogramme bepaal. Volgens hierdie studie vonn jeugontwikkeling 'n integrale deel van gemeenskapsontwikkeling, en daarom behels gemeenskapsontwikkeling ook die opleiding van toekomstige leiers. Daar kan nie op vorige modelle van leierskapsontwikkeling gesteun word vir die huidige jeug in Afrika nie. Daar is verdere navorsing in hierdie rigting nodig, maar hierdie studie bevestig dat jeugleierskapsontwikkeling in Afrika van kardinale belang is.
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Forbes, Shawna. "The Lived Experience of a Community College Grow-Your-Own Leadership Development Program from the Perspective of Program Graduates: A Phenomenological Study." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1573319856332381.
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Channing, Jill. "A Grand Plan: Increasing Enrollment in Online Programs." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/4878.
Повний текст джерелаАнотація:
Learn how to expand online offerings and to move from being regional institutions to being national and international institutions. We will discuss how to create plans involving student services, marketing, and academics to develop course and program offerings, to obtain reciprocity agreements, and to market these programs successfully.
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Chapman-Rambo, Caitlin. "Programs for Language Minority Students at TBR Community Colleges: A Study of Factors Affecting Design." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3627.
Повний текст джерелаАнотація:
This purpose of this study was to determine to what extent programs for language-minority students at TBR community colleges adhere to the recommendations contained in the Conference on College Composition and Communications 2009 Statement on Second Language Writing and Writers and to investigate the factors beyond these professional recommendations that influence administrative decision-making about these programs and their designs. This study contained a survey sent to individuals at all 13 community colleges in the Tennessee Board of Regents system and follow-up interviews with 5 survey respondents from different institutions.
Analysis of the results of the study indicates all TBR community colleges across the state are utilizing the CCCC’s 2009 recommendations to some degree but that no single institution has fully implemented every recommendation. Additionally, the survey showed that, across the system, the most followed recommendations are those related to classroom practices. Other areas assessed including placement, available resources, administrative decisions, and instructor qualifications were all implemented in decreasing order. The least followed recommendations are those concerning recruitment of learners into the program.
Results also show that other factors beyond professional recommendations which influence the design and delivery of programs for language minority students include financial or budgetary considerations, administrative considerations beyond budget, misconceptions or a lack of knowledge about language minority students, the presence of experienced or dedicated ESL faculty, partnerships between offices on campus, the local, state, and national political climate, and an understanding that no program can meet the needs of all learners. These conclusions yield a number of considerations useful to individuals looking to implement or improve services for language minority students at their institution.
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Withers, Denissia Elizabeth. "Engaging Community Food Systems through Learning Garden Programs: Oregon Food Bank's Seed to Supper Program." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/609.
Повний текст джерелаАнотація:
The purpose of this study was to discover whether learning garden programs increase access to locally grown foods and successfully empower and include food insecure populations. This study examined the Oregon Food Bank's Seed to Supper program which situates garden-based learning in food insecure communities. Through a mixed-methods community-based research process, this study found that community building, learner empowerment and sustainability leadership in place-based learning garden programs increased access to locally grown foods for food insecure populations. When food insecure populations participated in these learning garden programs they often engaged in practices described in the literature as the "web of inclusion" (Helgesen, 1995). When food insecure populations were engaged in these practices, participation in food democracy and food justice increased. Additionally, participation in learning gardens led to sustainability leadership and increased access to food literacy, which led to greater community health and engaged, local community food systems.
Книги з теми "Community leadership programs"
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University of Illinois at Urbana-Champaign. Cooperative Extension Service. Community leadership & volunteerism programs. Urbana, Ill.]: Cooperative Extension Service, University of Illinois at Urbana-Champaign, 1992.
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Drugs, Massachusetts Governor's Alliance Against. Developing peer leadership programs: A handbook for school & community. Boston, Mass.]: The Alliance, 1995.
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Lynn, Barnett, ed. Breaking tradition: New community college leadership programs meet 21st-century needs. Washington, D.C: American Association of Community Colleges, 2006.
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What every principal should know about school-community leadership. Thousand Oaks, CA: Corwin Press, 2006.
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Extension Leadership Development Seminar (1988 Charlotte, N.C.). Proceedings of the Extension Leadership Development Seminar: Empowering adults as leaders through home economics programs. Gainesville, Fla: University of Florida, Institute of Food and Agricultural Sciences, 1988.
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Sergiovanni, Thomas J. The lifeworld of leadership: Creating culture, community, and personal meaning in our schools. San Francisco: Jossey-Bass Publishers, 2000.
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Hagemeyer, Alice Lougee. The legacy and leadership of the deaf community: A resource guide for librarians and library programs. Chicago, Ill: Association of Specialized and Cooperative Library Agencies, American Library Association, 1991.
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Barr, Robert D. Turning your school around : a self-guided audit for school improvement. Bloomington, Ind: Solution Tree Press, 2010.
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Designing 21st century healthcare: Leadership in hospitals and healthcare systems. Chicago, Ill: Health Administration Press, 1998.
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W, Corrigan Patrick, and Giffort Daniel W, eds. Building teams and programs for effective psychiatric rehabilitation. San Francisco: Jossey-Bass Publishers, 1998.
Знайти повний текст джерелаЧастини книг з теми "Community leadership programs"
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Lenz, Stephen, Tahani Dari, and Monica L. Coleman. "Leadership and Advocacy in Mental Health Agencies and Community Programs." In Professional Counseling Excellence through Leadership and Advocacy, 214–30. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003049050-16.
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Bauman-Hill, Kathryn, Susan Dai, and Arcadia Payne. "Creating Brighter Futures: Building Climate Leaders in the United States Through a Community-Focused Curriculum." In Education to Build Back Better, 169–92. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93951-9_8.
Повний текст джерелаАнотація:
AbstractThroughout this volume, our co-authors focus on top-down education reforms. In this analysis, we take a different approach to education reform, instead focusing on the impact of translating a niche school-level curricular reform to expand to the systemic level. In this paper, we will argue for the need for an elementary climate change-focused curriculum and outline the components necessary to make such a program successful. We partnered with an independent school in the Washington, DC region to contextualize the process of building such a curriculum, with the additional benefit of the school being near political power. Nevertheless, the implications of our findings are applicable to a variety of contexts, including international ones. In our methodology, we examined best practices for creating a rigorous elementary curriculum that centers around climate change education and leadership development. We combined successful elements of climate change education programs, including participatory learning, interdisciplinary integration, and a focus on community-based learning. We utilized a logical framework to identify assumptions and risks, implementation steps, achievement indicators, and program evaluation tools, which helped us identify key considerations for scaling an elementary climate change curriculum.
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Jamison-McClung, Denneal. "Mentorship, Sponsorship, and Professional Networking." In Uprooting Bias in the Academy, 175–87. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85668-7_10.
Повний текст джерелаАнотація:
AbstractCreating an ecosystem of mentorship and sponsorship requires institutional commitment and the collaboration of faculty and administrators from diverse backgrounds. From 2012 to 2018, the UC Davis ADVANCE Mentorship and Networking Initiative (MNI) partnered with the campus leadership to implement several programs and activities to support mentorship, sponsorship, and professional networking for STEM women faculty across career levels. During this award period, pilot programs aimed to provide strong mentorship for newly recruited faculty, including scholars affiliated with the Center for Multicultural Perspectives on Science (CAMPOS) as well as mid-career faculty, with the intention of scaling efforts across campus units. MNI committee projects included piloting “Launch Mentoring Committees” for 43 new faculty, support for faculty-led “New Faculty Network” monthly networking mixers, implementation of the Associate Professor Network listserv, annual co-hosting of the Fall Welcome for Women Faculty, and development of the ADVANCE Scholar Award Distinguished Lecture and Networking Reception. Though all MNI programs and activities were well-received, both faculty mentors and mentees evaluated the Launch Mentoring Committees especially positively. This program emerged as a recommended best practice for engaging new faculty and building a sense of community that crosses disciplinary and intersectional boundaries.
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Ingamells, Ann, and Peter Johnson. "The Martu Leadership Program." In The Routledge Handbook of Community Development Research, 161–80. Abingdon, Oxon ; New York, NY : Routledge, 2018. |: Routledge, 2018. http://dx.doi.org/10.4324/9781315612829-11.
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Goss, W. M., Claire Hooker, and Ronald D. Ekers. "Brain Drain: Trip to US and Canada 1957–1959." In Historical & Cultural Astronomy, 427–36. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-07916-0_28.
Повний текст джерелаАнотація:
AbstractLetter from Pawsey to his mother, from Princeton end 1957:Pawsey’s 8½-month visit to the US in 1957–1958 occurred during a key period of the GRT deliberations (FFP design study completion at the end of 1957 and the site selection in early 1958). It also occurred in the context of shifts in relations within RPL and in the field of radio astronomy as it grew around the world. There was growing awareness in Australia about the increasing capacity, especially in the USA, to attract first-rate scientists overseas to lead the new research programs being established. Meanwhile, at RPL, Bowen’s frustrations with Pawsey were growing to such a degree that Pawsey was beginning to feel some disquiet about his position in CSIRO. An important outcome of Pawsey’s visit to the US was an unofficial “audition” for a leadership role in US radio astronomy. At this point Pawsey would realise that he would have more to offer a US community with its multiple new radio astronomy groups (similar to the multiple groups he had nurtured in the beginning of radio astronomy research in Australia), than the Australian groups which had become strong and less dependent on his leadership. Pawsey’s scientific interactions during this time were also important as he planned for the Paris Symposium of August 1958 in his role as chair of the IAU organising committee.
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Clark, Lindie. "Implementing an Institution-Wide Community-Engaged Learning Program: The Leadership and Management Challenge." In Learning Through Community Engagement, 133–51. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0999-0_9.
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Beckford, Clinton. "Designing Effective International Community Service-Learning Experiences." In Advances in Educational Marketing, Administration, and Leadership, 371–87. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2430-5.ch019.
Повний текст джерелаАнотація:
International community service-learning has become increasingly accepted as an effective approach to promoting global education and intercultural knowledge among post-secondary students. Professional schools have been at the forefront of this trend, pioneered perhaps by medical schools. Today, university faculties of education and teacher education programs more generally, are now leaders in advancing ICSL pedagogies. There is now overwhelming evidence that ICSL experiences that are well planned and implemented can be transformative on personal and professional levels. This chapter discusses how effective ICSL experiences can be effected. Drawing on qualitative research from an ICSL for pre-service teachers, the author offers some suggestions for increasing the impacts of such programs.
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Connelly, Amanda, Susan Pagano, Bea Rogers, and Tracy Mulvaney. "Sense of Belonging in Higher Education." In Advances in Educational Marketing, Administration, and Leadership, 52–76. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4803-8.ch004.
Повний текст джерелаАнотація:
This chapter discusses the importance of a ‘sense of belonging' to student success among students participating in three different programs: first-year composition at a private 4-year university, supplemental instruction at a private 4-year university, and non-credit coursework at a community college. These program examples connect the program purpose and operation to a sense of belonging. Suggestions are also included to improve a sense of belonging within the programs. Finally, special factors within each program are addressed through the lens of a sense of belonging.
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Sandoval-Lucero, Elena, Libby A. Klingsmith, and Ryan Evely Gildersleeve. "Using Social-Situational Learning to Create Career Pathways Into Community College Leadership." In Competency-Based and Social-Situational Approaches for Facilitating Learning in Higher Education, 48–74. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8488-9.ch003.
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This chapter describes a partnership created between a community college and a university designed to create pathways into community college leadership. The program used social-situational approaches to learning, placing students enrolled in the university's higher education graduate programs into graduate assistant positions that had defined responsibilities for the college's key strategic priorities. The program introduced students to multiple leadership pathways through participation in a community college environment. Students engaged in work that significantly advanced the college's strategic initiatives. The program centered social-situational leadership development on multiple levels and circulated through the shared priorities of social justice and inclusive excellence across the community college and the university. The partnership viewed graduate student development through the lens of transformative leadership, focusing on equity, access, diversity, ethics, critical inquiry, transformational change, and social justice. These principles underlie in the mission of both institutions.
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Sandoval-Lucero, Elena, Libby A. Klingsmith, and Ryan Evely Gildersleeve. "Using Social-Situational Learning to Create Career Pathways Into Community College Leadership." In Research Anthology on Instilling Social Justice in the Classroom, 564–84. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7706-6.ch034.
Повний текст джерелаАнотація:
This chapter describes a partnership created between a community college and a university designed to create pathways into community college leadership. The program used social-situational approaches to learning, placing students enrolled in the university's higher education graduate programs into graduate assistant positions that had defined responsibilities for the college's key strategic priorities. The program introduced students to multiple leadership pathways through participation in a community college environment. Students engaged in work that significantly advanced the college's strategic initiatives. The program centered social-situational leadership development on multiple levels and circulated through the shared priorities of social justice and inclusive excellence across the community college and the university. The partnership viewed graduate student development through the lens of transformative leadership, focusing on equity, access, diversity, ethics, critical inquiry, transformational change, and social justice. These principles underlie in the mission of both institutions.
Тези доповідей конференцій з теми "Community leadership programs"
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Card, Karen, Crystal R Chambers, and Sydney Freeman Jr. "Core Curricula in Higher Education Doctoral Programs: Becoming an Discipline." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2226.
Повний текст джерелаАнотація:
The purpose of the present study is to investigate the status of the core curriculum in higher education doctoral programs from the perspective of program directors. We used online survey analytic techniques to query program directors about their EdD and PhD programs in higher education, credit hours, and curricular content. Our study confirms previous work finding that there is common agreement in the subject matter areas of organization, leadership, administration, and history. What our work adds is that there is a growing consensus among higher education doctoral programs about the position of higher education law and finance in the curricular core. In addition, we find there is a growing interest in public policy and community colleges over time, with a majority of EdD programs including instruction in these areas. Nevertheless, majoritarian agreement does not meet at a level wherein consensus can be inferred, especially within PhD programs where requirements are more varied across programs. In addition, while there is an increasing trend in the inclusion of multiculturalism in higher education doctoral programming, multiculturalism is not currently part of higher education’s core. We conclude with research and practice implications for doctoral programs in higher education as a field of study.
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Mohammad Abdolla, Amjad. "The role of leadership merit in achieving organizational excellence." In 11th International Conference of Economic and Administrative Reform: Necessities and Challenges. University of Human Development, 2022. http://dx.doi.org/10.21928/uhdicearnc/27.
Повний текст джерелаАнотація:
The research aims to identify the role of leadership merit in achieving institutional excellence, the research community includes the teaching staff and employees of the University of Human Development in Sulaymaniyah, where (95) people chosen as the research sample from the teaching and administrative staff at the university. Arithmetic, standard deviations, correlation coefficients, and simple regression coefficients, and the researcher used the descriptive analytical approach as he collected and analyzed data based on the questionnaire as a main tool for data collection in order to know the correlation and effect between the research variables. In light of the results of the research, the researcher concluded a set of conclusions, the most important of which is the existence of a significant correlation between leadership merit and institutional excellence, and the research results show that leadership merit has a significant effect in achieving institutional excellence. One of the most important recommendations of the research is the need for the University of Human Development to pay attention to the promotion and development of its cadres according to clear criteria for evaluating the performance of employees based on merit and merit criteria, and to be more interested in applying performance evaluation tools periodically to achieve excellence, and is interested in translating plans into executive programs to achieve merit and excellence.
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Mohammad Abdolla, Amjad. "The role of leadership merit in achieving organizational excellence." In 11th International Conference of Economic and Administrative Reform: Necessities and Challenges. University of Human Development, 2022. http://dx.doi.org/10.21928/icearnc/27.
Повний текст джерелаАнотація:
The research aims to identify the role of leadership merit in achieving institutional excellence, the research community includes the teaching staff and employees of the University of Human Development in Sulaymaniyah, where (95) people chosen as the research sample from the teaching and administrative staff at the university. Arithmetic, standard deviations, correlation coefficients, and simple regression coefficients, and the researcher used the descriptive analytical approach as he collected and analyzed data based on the questionnaire as a main tool for data collection in order to know the correlation and effect between the research variables. In light of the results of the research, the researcher concluded a set of conclusions, the most important of which is the existence of a significant correlation between leadership merit and institutional excellence, and the research results show that leadership merit has a significant effect in achieving institutional excellence. One of the most important recommendations of the research is the need for the University of Human Development to pay attention to the promotion and development of its cadres according to clear criteria for evaluating the performance of employees based on merit and merit criteria, and to be more interested in applying performance evaluation tools periodically to achieve excellence, and is interested in translating plans into executive programs to achieve merit and excellence.
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Parker, Mary Jo. "A STEM Model Encouraging Post-Baccalaureate Pathways for First Generation, Underrepresented Undergraduates." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9461.
Повний текст джерелаАнотація:
The University of Houston-Downtown supports a STEM program, Scholars Academy (SA) within the College of Sciences and Technology dedicated to enhancing, preparing, and enlightening minority, underrepresented, and first-generation majors seeking entrance into workforce, graduate, and professional programs of preparation. Over the past 18 years the University of Houston-Downtown Scholars Academy has implemented a series of success components supporting the nurturance of post-baccalaureate graduate and professional pursuit yielding a 51% acceptance rate into medical school, over 68 professional degrees (ranging from MD to DO to DDS and DPharm) earned by alumni, over 20 PhD degrees, and over 900 minority/underrepresented undergraduates moving into professional/graduate fields. Briefly, STEM success components consist of 1) Freshman Ramp Up support; 2) Academic Skill Monitoring; 3) Mentoring, peer to peer and PhD to undergraduate; 4) Career and Research Skill Development support; and finally 5) Leadership Development through Community Engagement support.
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"An Examination of the Barriers to Leadership for Faculty of Color at U.S. Universities." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4344.
Повний текст джерелаАнотація:
[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The aim and purpose of this study is to understand why there is a dearth of faculty of color ascending to senior levels of leadership in higher education institutions, and to identify strategies to increase the representation of faculty of color in university senior administrative positions. Background: There is a lack of faculty of color in senior level academic administrative position in the United States. Although there is clear evidence that faculty of color have not been promoted to senior level positions at the same rate as their White col-leagues, besides racism there has been little evidence regarding the cause of such disparities. This is becoming an issue of increased importance as the student bodies of most U.S. higher educational institutions are becoming increasingly more inclusive of people of various racial and ethnic backgrounds. Methodology: Qualitative interviews were used. Contribution: This study adds to the research and information made previously available regarding the status of non-White higher educational members in the U.S. by contributing insights from faculty of color who have encountered and are currently encountering forms of discrimination within various institutions. These additions include personal experiences and suggestions regarding the barriers to diversification and implications of the lack of diversity at higher educational institutions. Given the few diverse administrative or executive leaders in service today in higher education, these personal insights provide seldom-heard perspectives for both scholars and practitioners in the field of higher education. Findings: Limited diversity among faculty at higher educational institutions correlates with persistent underrepresentation and difficulty in finding candidates for leadership positions who are diverse, highly experienced, and highly ranked. This lack of diversity among leaders has negative implications like reduced access to mentor-ship, scholarship, and other promotional and networking opportunities for other faculty of color. While it is true that representation of faculty of color at certain U.S. colleges and programs has shown slight improvements in the last decade, nationwide statistics still demonstrate the persistence of this issue. Participants perceived that the White boys club found to some extent in nearly all higher educational institutions, consistently offers greater recognition, attention, and support for those who most resemble the norm and creates an adverse environment for minorities. However, in these findings and interviews, certain solutions for breaking through such barriers are revealed, suggesting progress is possible and gaining momentum at institutions nationwide. Recommendations for Practitioners: To recruit and sustain diverse members of the academic community, institutions should prioritize policies and procedures which allocate a fair share of responsibilities between faculty members and ensure equity in all forms of compensation. In addition, institutional leaders should foster a climate of mutual respect and understanding between members of the educational community to increase confidence of people of color and allow for fresh perspectives and creativity to flourish. Where policies for diversification exist but are not being applied, leaders have the responsibility to enforce and set the example for other members of the organization. Assimilation of diverse members occurs when leaders create an inclusive environment for various cultures and advocate for social and promotional opportunities for all members of the organization. Recommendations for Researchers: Significant research remains on understanding barriers to the preparation of faculty of color for leadership in higher education. While this research has provided first-hand qualitative perspectives from faculties of color, additional quantitative study is necessary to understand what significant differences in underrepresentation exist by race and ethnicity. Further research is also needed on the compound effects of race and gender due to the historic underrepresentation of women in leadership positions. At the institutional and departmental level, the study validates the need to look at both the implicit and explicit enforcement of policies regarding diversity in the workplace. Future Research: Higher education researchers may extend the findings of this study to explore how faculty of color have ascended to specific leadership roles within the academy such as department chair, academic dean, provost, and president.
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Pérez Jiménez, M., A. Dávila Rivas, C. Félix Arce, LA Padilla, and MA Cordero-Díaz. "ACADEMIC CONTINUITY OF CLINICAL TRAINING IN POSTGRADUATE MEDICAL EDUCATION AMID THE PANDEMIC." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7108.
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The pandemic has posed many challenges for the academic continuity of clinical training. The social responsibility of universities and the professionalism of physicians inspired residents on taking the leadership in the front line of COVID-19. Their direct involvement in patient care required the establishment of protocols to offer mentoring and support services for self-care and mental health strategies to prevent burnout. The objective of this study was to describe the design and implementation of a comprehensive strategy to transform the Multicentric Program of postgraduate medical education in northern Mexico to continue academic and clinical training activities amid the pandemic. The participants in this study include six training centers which represent 290 physicians in 17 medical specialties programs. The results of the designed strategy focus on three specific activities: 1) offering formal curricular elements through online platforms and mobile devices, 2) adaptative clinical training for the residents participating directly in SARS-Cov2 patient care, and 3) specific training on COVID-19 for all participants on patient safety protocols and use of protective equipment. All 17 programs achieved academic continuity by the use of digital platforms. The protection and safety of the educational community were privileged with the purpose of training by providing residents specific safety training on COVID-19, personal protection equipment, periodical PCR testing and by the vaccination strategy. The responsibility and responsiveness of educational institutions to address the challenges to continue the clinical training during the health crisis will significantly affect the educational results and preparedness of the next generation of health professionals. The commitment of universities should be beyond academic continuity or sharing content online, it should address as well self-care and wellbeing strategies that could provide graduates with the skills that are essential to thrive in the current pandemic. Keywords: higher education, educational innovation, postgraduate medical education, residents’ education, COVID-19
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Athreya, Krishna S., Nidhi Bhandari, Michael T. Kalkhoff, Diane T. Rover, Alexandra M. Black, Elif Eda Miskioglu, and Steven K. Mickelson. "Work in progress — Engineering Leadership Program: A thematic learning community." In 2010 IEEE Frontiers in Education Conference (FIE). IEEE, 2010. http://dx.doi.org/10.1109/fie.2010.5673113.
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Jenkins, Peter E. "Sports Engineering Program at UCD." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-63789.
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The University of Colorado Denver (UCD) has taken the leadership role with the first Sports Engineering Program in the United States. Sports Engineering is an exciting new area of emphasis for graduate degrees in engineering. This educational program is offered through cooperation between the downtown Denver College of Engineering and Applied Science and the Anschutz Medical Campus, both part of the University of Colorado Denver. This program is showing great promise for high enrollments and exciting research opportunities working with the sports equipment manufacturers, the athletes, and the sports medicine community.
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Schneider, Jerry, Jeffrey Wagner, and Judy Connell. "Restoring Public Trust While Tearing Down Site in Rural Ohio." In The 11th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2007. http://dx.doi.org/10.1115/icem2007-7319.
Повний текст джерелаАнотація:
In the mid-1980s, the impact of three decades of uranium processing near rural Fernald, Ohio, 18 miles northwest of Cincinnati, became the centre of national public controversy. When a series of incidents at the uranium foundry brought to light the years of contamination to the environment and surrounding farmland communities, local citizens’ groups united and demanded a role in determining the plans for cleaning up the site. One citizens’ group, Fernald Residents for Environmental Safety and Health (FRESH), formed in 1984 following reports that nearly 300 pounds of enriched uranium oxide had been released from a dust-collector system, and three off-property wells south of the site were contaminated with uranium. For 22 years, FRESH monitored activities at Fernald and participated in the decision-making process with management and regulators. The job of FRESH ended on 19 January this year when the U.S. Secretary of Energy Samuel Bodman and U.S. Environmental Protection Agency Administrator Stephen Johnson — flanked by local, state, and national elected officials, and citizen-led environmental watchdog groups including FRESH — officially declared the Fernald Site clean of all nuclear contamination and open to public access. It marked the end of a remarkable turnaround in public confidence and trust that had attracted critical reports from around the world: the Cincinnati Enquirer; U.S. national news programs 60 Minutes, 20/20, Nightline, and 48 Hours; worldwide media outlets from the British Broadcasting Company and Canadian Broadcasting Company; Japanese newspapers; and German reporters. When personnel from Fluor arrived in 1992, the management team thought it understood the issues and concerns of each stakeholder group, and was determined to implement the decommissioning scope of work aggressively, confident that stakeholders would agree with its plans. This approach resulted in strained relationships with opinion leaders during the early months of Fluor’s contract. To forge better relationships, the U.S. Department of Energy (DOE) who owns the site, and Fluor embarked on three new strategies based on engaging citizens and interested stakeholder groups in the decision-making process. The first strategy was opening communication channels with site leadership, technical staff, and regulators. This strategy combined a strong public-information program with two-way communications between management and the community, soliciting and encouraging stakeholder participation early in the decision-making process. Fluor’s public-participation strategy exceeded the “check-the-box” approach common within the nuclear-weapons complex, and set a national standard that stands alone today. The second stakeholder-engagement strategy sprang from mending fences with the regulators and the community. The approach for dispositioning low-level waste was a 25-year plan to ship it off the site. Working with stakeholders, DOE and Fluor were able to convince the community to accept a plan to safely store waste permanently on site, which would save 15 years of cleanup and millions of dollars in cost. The third strategy addressed the potentially long delays in finalizing remedial action plans due to formal public comment periods and State and Federal regulatory approvals. Working closely with the U.S. and Ohio Environmental Protection Agencies (EPA) and other stakeholders, DOE and Fluor were able to secure approvals of five Records of Decision on time – a first for the DOE complex. Developing open and honest relationships with union leaders, the workforce, regulators and community groups played a major role in DOE and Fluor cleaning up and closing the site. Using lessons learned at Fernald, DOE was able to resolve challenges at other sites, including worker transition, labour disputes, and damaged relationships with regulators and the community. It took significant time early in the project to convince the workforce that their future lay in cleanup, not in holding out hope for production to resume. It took more time to repair relationships with Ohio regulators and the local community. Developing these relationships over the years required constant, open communications between site decision makers and stakeholders to identify issues and to overcome potential barriers. Fluor’s open public-participation strategy resulted in stakeholder consensus of five remedial-action plans that directed Fernald cleanup. This strategy included establishing a public-participation program that emphasized a shared-decision making process and abandoned the government’s traditional, non-participatory “Decide, Announce, Defend” approach. Fernald’s program became a model within the DOE complex for effective public participation. Fluor led the formation of the first DOE site-specific advisory board dedicated to remediation and closure. The board was successful at building consensus on critical issues affecting long-term site remediation, such as cleanup levels, waste disposal and final land use. Fluor created innovative public outreach tools, such as “Cleanopoly,” based on the Monopoly game, to help illustrate complex concepts, including risk levels, remediation techniques, and associated costs. These innovative tools helped DOE and Fluor gain stakeholder consensus on all cleanup plans. To commemorate the outstanding commitment of Fernald stakeholders to this massive environmental-restoration project, Fluor donated $20,000 to build the Weapons to Wetlands Grove overlooking the former 136-acre production area. The grove contains 24 trees, each dedicated to “[a] leader(s) behind the Fernald cleanup.” Over the years, Fluor, through the Fluor Foundation, also invested in educational and humanitarian projects, contributing nearly $2 million to communities in southwestern Ohio, Kentucky and Indiana. Further, to help offset the economic impact of the site’s closing to the community, DOE and Fluor promoted economic development in the region by donating excess equipment and property to local schools and townships. This paper discusses the details of the public-involvement program — from inception through maturity — and presents some lessons learned that can be applied to other similar projects.
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Flanagan, Toni, Helen Reeves, and Katie Taroni. "P-76 Developing and implementing a leadership programme for hospice community nurses." In Dying for change: evolution and revolution in palliative care, Hospice UK 2019 National Conference, 20–22 November 2019, Liverpool. British Medical Journal Publishing Group, 2019. http://dx.doi.org/10.1136/bmjspcare-2019-huknc.99.
Повний текст джерелаЗвіти організацій з теми "Community leadership programs"
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Futch Ehrlich, Valerie A. Leadership Development as a Lever for Social Change: An Evaluation Framework and Impact Storytelling Approach. Center for Creative Leadeship, 2022. http://dx.doi.org/10.35613/ccl.2022.2050.
Повний текст джерелаАнотація:
Founded with the mission to “advance the understanding, practice, and development of leadership for the benefit of society worldwide”, the Center for Creative Leadership (CCL) has served both the social and commercial sectors for over 50 years. Many of our programs across corporate, government, philanthropic, and social (e.g., NGOS, nonprofits, K12 institutions, higher education institutions, and population health organizations) sectors have the goal of improving outcomes for individual leaders and groups, and extending those outcomes to create impact at the organizational, community, or societal level. Our clients often aspire for large and transformational impact. They are interested in telling stories of impact – both immediate and sustained – that trace the power of their investment and its ability to result in improved outcomes for individuals, organizations, and communities. However, it’s often difficult or impossible to represent such impact without intentional planning and measurement. Using the idea of levers as a metaphor, we present a pathway for how leadership development across contexts can lead to larger scale impact, with examples from some of our current efforts to demonstrate this impact. We also provide a typology of stories that can be useful for communicating complex impact pathways. The typology provides metaphors for understanding the variety of layers of impact that contribute to societal change. Our work in support of this framework is continuously evolving, as we are learning, improving our measures, and identifying opportunities for increased evaluation efforts.
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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.
Повний текст джерелаАнотація:
Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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DeVivo, Joseph C. Inventories 2.0: A plan for the next generation of NPS natural resource inventories. National Park Service, 2019. http://dx.doi.org/10.36967/2266646.
Повний текст джерелаАнотація:
This Inventory 2.0 plan identifies IMD’s planned role in each of the ten inventories, and lays out a framework for ensuring the inventories led by IMD result in scientifically credible information for parks resource management, planning, and operations; and also identifies the means by which studies to collect new inventory data will be identified, prioritized, and implemented. Highlights include: IMD plans to lead three of the ten inventories (Species, Vegetation Community Mapping, and Surficial Geology/Soils Mapping), and contribute to the others in partnership with other programs. For the three IMD-led inventories, IMD will develop (or work with the Geologic Resources Division to develop) peer-reviewed inventory science plans that will lay out inventory objectives; and methods for data management, analysis, and integration to ensure that credible and useful inventory data are provided to parks in a timely manner. IMD will phase in implementation of IMD-led inventories during the first five years of program implementation. This will allow IMD to focus near-term efforts on meeting needs identified by the greatest number of parks (Species) while conducting necessary scoping to further refine needs for Vegetation Community Mapping and Surficial Geology/Soils Mapping inventories. During the next two years, IMD inventory efforts will be focused on implementing the Species Inventory, beginning with foundational work in advance of field data collection efforts to be funded in 2020. Additional scoping to identify suitable methods and minimum product specifications for Vegetation Community and Surficial Geology/Soils Mapping will be conducted in 2019-2020. These two new inventories will be phased in based on findings from scoping and progress toward closing out existing (1.0) inventory efforts. All I&M parks will be eligible for IMD funding to support inventories (see Appendix A). Non-I&M parks established before 2000 may be eligible for studies and activities to collect new inventory data pending approval of the project by the IMD Leadership Team. Inventories 2.0 funding cannot be spent to collect new data in parks established in 2000 or later, that are not currently served by an I&M network. Existing data from other sources may still be synthesized and delivered to these parks, however. Inventories 2.0 funding will not be used to fund programs or initiatives already funded or implemented by other programs or agencies. We will endeavor to partner with these entities when possible and appropriate to meet inventory needs identified in this plan, and to ensure IMD-created inventory (and monitoring) data are available to support other programs. Data and other information products resulting from new IMD-funded inventory studies will be managed by IMD rather than third-party repositories. This does not preclude sharing data with third parties or use of third-party tools or data distribution systems. At a minimum IMD commits to make inventory data available to others via the NPS Data Store (https://irma.nps.gov/DataStore/) as well as data and/or map services. To the extent possible, IMD management of inventory data will use the data management infrastructure used for managing monitoring data. This includes a commitment to leverage data, tools, systems, and expertise where it already exists. Because of IMD’s explicit mandate to integrate I&M data with planning, wherever practicable, IMD commits to work with NPS Planning to ensure map and data services are integrated into NPS Atlas projects for each park or other planning tools as they are developed over time.
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Thorne, Sarah, David Kovacs, Joseph Gailani, and Burton Suedel. A community engagement framework using mental modeling : the Seven Mile Island Innovation Lab community engagement pilot—Phase I. Engineer Research and Development Center (U.S.), August 2022. http://dx.doi.org/10.21079/11681/44983.
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The US Army Corps of Engineers (USACE) engages and collaborates with multiple stakeholders—from agency partners, to public, private, and not-for-profit organizations, to community residents—to develop its dredged-sediment long-term management strategy (LTMS) that expands benefi-cial-use (BU) practices. In spring 2019, USACE collaborated with Decision Partners, the USACE–Philadelphia District Operations Division, The Wetlands Institute, and the Engineering With Nature program leadership to adapt, test, and refine the proven behavioral-science-based processes, methods, and tools based on Decision Partners’ Mental Modeling Insight, or MMI, approach for engaging stakeholders, including community members, as part of the Seven Mile Island Innovation Laboratory (SMIIL) initiative in coastal New Jersey. The team identified key community stakeholders and conducted research to better understand their values, interests, priorities, and preferences regarding wetlands and USACE activities in the Seven Mile Island area and those activities’ effects on wetlands, including protecting the environment, wildlife habitat, aesthetic beauty, maintaining navigability, and supporting coastal resilience. Understanding stakeholder needs, values, interests, priorities, and preferences is key to designing effective engagement strategies for diverse communities for SMIIL and provides a foundation for the community engagement framework currently being developed for application across USACE.
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.
Повний текст джерелаАнотація:
A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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Theory of change: Bet You Can Help. Addiction Recovery Agency, Beacon Counselling Trust, June 2021. http://dx.doi.org/10.33684/2021.004.
Повний текст джерелаАнотація:
Gambling-related harms are a significant public health issue in Great Britain. These harms are often underrecognized and most people who experience harms go without support. Under the leadership of Addiction recovery Agency (Ara) and Beacon Counselling Trust (BCT), the Bet You Can Help (BYCH) programme is filling the need for place-based education and training to identify and address gambling related harms. The BYCH programme is a community first aid model for safer gambling that promotes the early identification of people who are at risk of gambling related harms. Offered as a Level 2 Qualification through the Royal Society of Public Health, this programme aims to reduce harms and prevent lives being lost from gambling related harms in Great Britain. This theory of change considers the inputs, activities, outputs, and outcomes necessary to achieve these goals. It can be used by organizations, groups, and individuals in any sector impacted by gambling related harms in Great Britain.
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Equality Works: The Global Health 50/50 Report 2019. Global Health 50/50, March 2019. http://dx.doi.org/10.56649/lvpj2240.
Повний текст джерелаАнотація:
The Global Health 50/50 2019 report focuses on gender equality in the workplace, reviewing policies, programmes, and indicators of power and privilege across 198 organisations. The 2019 Report provides an in-depth look at gender equality within the workplace across four dimensions: commitment, evidence-informed policy content, equitable outcomes in power and pay, and gender-responsive programming. By focusing its 2019 Report on gender in the workplace, Global Health 50/50 (GH5050) seeks to equip organisations and individuals with the data and tools to review and strengthen their own policies by providing a snapshot of organisational performance and contributing to a community of best practice. Global Health 50/50 believes that more feminist, diverse and inclusive leadership is imperative for achieving policies and programmes that realise the health, rights and equality of career opportunities for everyone. By sharing these findings, we hope to contribute to a more gender-equal global health sector that works for everyone.