ethanporcaro/eric-fulltext-meta huggingface dataset:
A Needs Assessment Informs Development of a Participatory Research Faculty Development Workshop
Author: Salsberg, Jon
Date: 2012-03-00
Type: Journal Articles
Subjects: Participatory Research,Needs Assessment,Foreign Countries,Faculty Development,Teacher Workshops,Partnerships in Education,Program Descriptions,Teacher Competencies,Skill Analysis,Skill Development,Psychometrics,Educational Needs,Interest Inventories,Health Education

University-based researchers are finding they need a new set of skills to collaborate meaningfully with non-academic research partners, and to compete for funding opportunities that require community and end-user partnerships. This article describes a needs assessment conducted to develop a participatory research faculty development workshop at McGill University in Montreal, Quebec, Canada. This assessment and faculty development workshop design process distinguished the varying needs of potential participants based on the types of partnerships they were interested in forming, and their pre-existing participatory research competence. (Contains 2 tables and 2 figures.)
Reflection on 10 Years of Community-Engaged Scholarship in the Faculty of Land and Food Systems at the University of British Columbia-Vancouver
Author: Rojas, Alejandro
Date: 2012-03-00
Type: Journal Articles
Subjects: Action Research,Foreign Countries,Teaching Methods,Change Strategies,Educational Change,Organizational Change,Communities of Practice,College Faculty,Faculty Development,Research Projects,Instructional Innovation,Scientific Concepts,School Community Programs,School Community Relationship,Food,Sustainability,Reflection,Land Use,Organizational Culture

In this article, the authors describe a cultural transformation to embrace community-engaged scholarship by faculty members in the Faculty of Land and Food Systems at the University of British Columbia-Vancouver. They describe a transition from community-inquiry faculty projects to community-engaged action research projects achieved through organizational restructuring, curricular revision, and new teaching approaches; discuss the concepts that grounded their curricular revision; and report on the outcomes of their Faculty's transition. (Contains 1 table and 1 figure.)
The Impact of a University-Based School Science Outreach Program on Graduate Student Participants' Career Paths and Professional Socialization
Author: Laursen, Sandra L.
Date: 2012-06-00
Type: Journal Articles
Subjects: Graduate Students,Socialization,Outreach Programs,Science Instruction,Science Teachers,Engineering Education,Semi Structured Interviews,Pedagogical Content Knowledge,Teaching Skills,Professional Development,Teacher Role,Career Choice,STEM Education

Drawing on professional socialization theory, this study examined how immersive experiences as science outreach educators in K-12 schools influenced the career paths and professional identities of science and engineering graduate students. Semi-structured interviews with 24 outreach program alumni revealed that school outreach experiences provided three important elements of professional socialization: specialized knowledge and skills needed to succeed in the profession; direct involvement with the profession's activities, colleagues, and personal meanings; and personal investment in the role and status of the profession. Outreach involvement exerted different patterns of influence on career paths. For some students, outreach participation confirmed career intentions, and provided knowledge and skills needed to succeed in the chosen path. For others, participation facilitated a change in career direction by providing low-risk opportunities to explore an alternate career and discover new career options. (Contains 1 table and 1 figure.)
Voices from the Trenches: Faculty Perspectives on Support for Sustaining Service-Learning
Author: Lambright, Kristina T.
Date: 2012-06-00
Type: Journal Articles
Subjects: College Faculty,Service Learning,Teacher Attitudes,Sustainability,Educational Opportunities,Institutional Characteristics,Individual Differences,Educational Practices,Educational Innovation,Context Effect,Interviews,Position Papers,Content Analysis

Using data collected from three colleges, the authors examine how faculty members view the level of support for service-learning at their respective institutions. There is variation among the institutions in perceived instructor and administrator support for service-learning, availability of support services, and attitudes regarding consideration of service-learning in personnel review processes. The authors also explored the degree to which individual instructors have been able to create and sustain service-learning opportunities for their students and found important differences among the colleges. The findings have implications for efforts to sustain service-learning at both faculty and institutional levels. (Contains 5 tables.)
University-Community Partnerships: Bridging People and Cultures in an HIV/AIDS Health Intervention in an African American Community
Author: Thompson, Maxine Seaborn
Date: 2012-06-00
Type: Journal Articles
Subjects: Acquired Immunodeficiency Syndrome (AIDS),African American Community,School Community Relationship,Collegiality,Intervention,African Americans,Culturally Relevant Education,Goal Orientation,Ethnic Diversity,Peer Teaching,Program Development,Community Involvement,Public Health,Health Promotion,Racial Factors

As universities become more involved in real-world problems that affect racial and ethnic communities, university members are identifying strategies to effectively work with culturally diverse community partners. The Communities and Health Disparities Project described in this article is an example of collaborative scholarship that engages the university, a community-based organization, and members of the African American community. The purpose of the project was to develop a culturally tailored toolkit to correct misinformation about HIV/AIDS. In this article, the authors identify five strategies for building relationships across diverse cultural groups: connecting with cultural insiders, building collegiality, developing shared aims and goals, recognizing diverse skills and expertise, and sustaining commitments. The authors provide a conceptual framework that integrates the Freirian philosophy and the scholarship of engagement. (Contains 2 figures and 1 table.)
A University Library Creates a Digital Repository for Documenting and Disseminating Community Engagement
Author: Miller, William A.
Date: 2012-06-00
Type: Journal Articles
Subjects: School Community Relationship,Research Libraries,Partnerships in Education,School Community Programs,Electronic Learning,Electronic Libraries,Electronic Publishing,Archives,Documentation,Information Dissemination,Knowledge Management,Program Descriptions,Library Automation,Library Development,Library Materials

Digital repositories are new tools for documenting the accumulated scholarly work produced at academic institutions and disseminating that material broadly via the internet. Digital repositories support all file types and can be adapted to meet the custom design specifications of individual institutions. A section for community engagement initiatives was created within ScholarWorks@UMass Amherst, the digital repository for University of Massachusetts Amherst. Collected materials can provide a comprehensive record of partnerships, results, and products that advance institutional goals while facilitating the development of individual academic portfolios. This innovative application of library science allows community engagement to be appropriately valued as the central organizing component of diverse academic activities.
E-Service-Learning: The Evolution of Service-Learning to Engage a Growing Online Student Population
Author: Waldner, Leora S.
Date: 2012-06-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Course Content,Educational Development,Service Learning,Learner Engagement,Literature Reviews,Best Practices,Educational Methods,Technology Integration,Technology Uses in Education,Educational Innovation,Barriers,Outreach Programs

E-service-learning (electronic service-learning)--online course instruction and/or service--holds massive potential to transform both service-learning and online learning by freeing service-learning from geographical constraints and by equipping online learning with a powerful and much-needed tool to promote engagement. Students are increasingly pursuing their education online, yet few are exposed to service-learning in their online coursework. To remain relevant, service-learning must also go online. How do we transition service-learning from high-touch to high-tech? E-service-learning provides the answer. Through an extensive literature review, this article identifies four emerging types of e-service-learning endeavors and presents best practices. Armed with these best practices, we call on our colleagues to increasingly integrate e-service-learning into their online courses and to study the outcomes of such efforts to ensure the relevance of service-learning in the 21st century. (Contains 8 figures.)
Using Relational Dialectics to Address Differences in Community-Campus Partnerships
Author: Dumlao, Rebecca J.
Date: 2012-06-00
Type: Journal Articles
Subjects: Higher Education,Campuses,School Community Relationship,Guidelines,Partnerships in Education,Cooperation,Attitudes,Perspective Taking,Service Learning,Change,Context Effect,Interpersonal Relationship,Human Relations,Personal Autonomy

Community and campus partners face inherent differences due to their distinct cultures, assumptions, practices, and constituencies. How partners handle the resulting tensions can impact how well the partnership functions. This article introduces relational dialectics as a framework to think about recurring tensions as natural and normal when partners span structural and cultural boundaries to work together. The authors show how three common dialectical tensions work in campus-community partnerships. Next, the ways in which partners can use learning conversations to gather detailed information related to the dialectical tensions are detailed. The authors then demonstrate different ways partners can manage the tensions, and they explain the potential impact(s) of each strategy on the partnership. Finally, the implications of relational dialectics for competency building, engagement practice, and research on community-campus collaboration are considered. (Contains 3 tables.)
An Exploratory Analysis of Student-Community Interactions in Urban Agriculture
Author: Grossman, Julie
Date: 2012-06-00
Type: Journal Articles
Subjects: Extension Education,Economically Disadvantaged,Extension Agents,Agriculture,Community Programs,Food,Urban Education,Urban Extension,School Community Relationship,Service Learning,Interviews,Interaction,Minority Groups,Low Income Groups,Student Attitudes,Program Effectiveness,Gardening,Agricultural Production

Urban agriculture initiatives are on the rise, providing healthy food while teaching a land ethic to youth. In parallel, increasing numbers of university graduates are obtaining Extension work requiring the effective communication of science in a diverse, urban, low-income setting. This study evaluates a pilot service-learning program, the Community Food Security Scholars program, designed to teach students the complexities of urban food security issues while they acquire basic agriculture production skills. By analyzing student responses in pre- and post-service interviews, the authors evaluated students' interaction with the diverse and economically disadvantaged populations, with which many of the students had little previous experience. Results revealed that although students felt they gained valuable theoretical and experiential knowledge about food access, they also faced challenges interacting with community members, possibly affecting the project's learning outcomes. The evaluation resulted in a new course with enhanced opportunities for cultural competency training and outreach. (Contains 1 figure.)
A Community-University Exchange Project Modeled after Europe's Science Shops
Author: Tryon, Elizabeth
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Scholarship,Partnerships in Education,School Community Relationship,Models,Pilot Projects,Access to Information,Scientific Research,Research Reports,Administrative Organization,Interdisciplinary Approach,Stakeholders,Capacity Building

This article describes a pilot project of the Morgridge Center for Public Service at the University of Wisconsin-Madison for a new structure for community-based learning and research. It is based on the European-derived science shop model for democratizing campus-community partnerships using shared values of mutual respect and validation of community knowledge. The objective was to find methods that serve both community and institutional goals equally in a streamlined fashion. The Community University Exchange, the official name of the unique brand of science shop described, has just completed its first pilot year. This article analyzes how the stakeholders have found meaning in the process of building an infrastructure to help create more authentic, reciprocal, and mutually beneficial campus-community partnerships. This narrative is a map of the journey and the direction for future development. (Contains 1 table.)
Leadership Development in Service-Learning: An Exploratory Investigation
Author: Wurr, Adrian J.
Date: 2012-06-00
Type: Journal Articles
Subjects: Higher Education,Discovery Learning,Leadership Training,Service Learning,Extracurricular Activities,Student Empowerment,Student Projects,Ownership,College Faculty,Institutional Characteristics,Semi Structured Interviews,Comparative Analysis,Identification,Student College Relationship,Social Support Groups,Investigations,Leadership

The purpose of this investigation was to understand how six students, an alumna, and a faculty member at the University of North Carolina at Greensboro perceived their space to emerge as leaders in service-learning endeavors, and to gain insight into how universities create that space. The results indicated that providing support, resources, and space for students to integrate their studies, values, and civic commitment in a systematic and logical fashion helped them to feel better prepared for leadership roles in communities as well as in their future professions. (Contains 2 tables, 1 figure and 1 endnote.)
Prevalence and Clinical Correlates of Hypothyroidism in a School for Children with Mental Retardation
Author: Jaswal, Shivani
Date: 2011-00-00
Type: Journal Articles
Subjects: Incidence,Down Syndrome,Intelligence Quotient,Neonates,Genetics,Correlation,Developmental Delays,Metabolism,Pediatrics,Physicians,Medical Evaluation,Children,Biochemistry,Screening Tests,Clinical Diagnosis,Intervention,Identification

Objective: Pediatrician is the first contact in the Pathway to Care in children with Mental retardation (MR). Following the recent advancements in the area of molecular genetics, understanding of specific conditions of MR or Developmental Delay (DD) is expanding. Hypothyroidism is a treatable metabolic/endocrinological cause of MR. The aim of this study was to determine the prevalence of hypothyroidism in school children with mental retardation. Objective: Pediatrician is the first contact in the Pathway to Care in children with Mental retardation (MR). Following the recent advancements in the area of molecular genetics, understanding of specific conditions of MR or Developmental Delay (DD) is expanding. Hypothyroidism is a treatable metabolic/endocrinological cause of MR. The aim of this study was to determine the prevalence of hypothyroidism in school children with mental retardation. Material & Methods: The study was conducted with 140 randomly selected school-going children with MR residing at the Government Institute of Mentally Retarded Children, Chandigarh. Thyroid Stimulating Hormone (TSH) levels were estimated to find out the prevalence of hypothyroidism. Results: The prevalence of hypothyroidism in children with MR was 10.7% with mean TSH levels of 12.08 [plus or minus] 4.58 mIU/ml. Majority of the children with Down syndrome had hypothyroidism. Developmental delay was found in all the children. Mean IQ levels were significantly lower in children with MR and hypothyroidism when compared with euthyroid children with MR. Significant negative correlation was present between IQ and TSH levels in the MR children with hypothyroidism Conclusion: The results of our study suggest that hypothyroidism may be a causative or exaggerating factor of MR in these children. Hence, mass screening of this treatable endocrine disorder in newborns as well as children diagnosed with MR is strongly recommended for identification and intervention of developmental delay in the community. (Contains 1 figure and 4 tables.)
A Simulation-Based Training Partnership between Education and Healthcare Institutions
Author: Melburn, Louanne
Date: 2012-00-00
Type: Journal Articles
Subjects: Nursing Education,Nurses,Health Facilities,Schools,Internship Programs,Patients,Foreign Countries,Simulation,Simulated Environment,Higher Education

Partnership projects between education and practice beyond clinical placement provide opportunities for growth and improved quality for both the educational unit and the health care facility. Such a partnership happened between Quinte Healthcare Corporation and Loyalist College to benefit students, educational curriculum, nurses new to their career (nurse interns), and ultimately patient safety and care.
Listening Strategies in the L2 Classroom: More Practice, Less Testing
Author: Aponte-de-Hanna, Cecilia
Date: 2012-00-00
Type: Journal Articles
Subjects: Testing,Listening Skills,Listening,Second Language Learning,Language Acquisition,Long Term Memory,Short Term Memory,Questionnaires,Listening Comprehension

This paper looks at the history of listening strategies development from the first studies on strategies used by L2 learners to the most current studies specific to L2 listening, and how this theory can be incorporated into classroom teaching that fosters practice, not testing. This paper also examines the type of needs analysis and diagnostic tools teachers can use in the listening classroom to raise students' strategic awareness and how the process of listening from a cognitive perspective can also assist teachers in designing strategic-based lessons that encourage learners' autonomy. (Contains 1 figure.)
Revisiting the AAUP Recommendation: The Viability of Collegiality as a Fourth Criterion for University Faculty Evaluation
Author: Johnston, Pattie C.
Date: 2012-00-00
Type: Journal Articles
Subjects: Tenure,Academic Freedom,Faculty Evaluation,Institutional Evaluation,Courts,Collegiality,College Faculty,Higher Education,Accountability,Effect Size,Feedback (Response),Altruism

Legal rulings have called for the inclusion of collegiality as a fourth evaluation category for university faculty. Collegiality is considered to be any extra-role behavior that represents individuals' behavior that is discretionary, not recognized by the formal reward system and that, in the aggregate, promotes the effective functioning of the educational organization. This article examines the important legal precedent that calls for the inclusion of collegiality as an evaluation category in light of a position taken by the American Association of University Professors (AAUP). The AAUP recommended against including collegial behaviors in faculty evaluations stating that the inclusion could hinder academic freedom by not allowing for dissent and that the construct of collegiality is amorphous and prevents the creation of an effective tool available to evaluate collegial behavior. The additional case made by the non-collegial faculty member is that collegiality is not part of their formal contract and they are, therefore, not held accountable for any lack of it. Faculty members have been denied tenure based upon a lack of ability to work well with others and have taken university decisions to courts. Courts have suggested that universities include collegial behaviors as part of the formal contract. Inclusion could put departments on better legal grounds for dismissal and may act as a deterrent for faculty denied tenure or promotion to pursue legal action. Studies have also shown that collegial behaviors are correlated with institutional effectiveness and valued by tenure track faculty. This paper will examine the legal findings may help guide university faculty when making tenure and promotion decisions. Additionally, the amorphous nature of the construct of collegiality will be delineated for more effective use in communicating expectations of collegiality. (Contains 2 tables.)
The Openness-Creativity Cycle in Education--A Perspective
Author: Weller, Martin
Date: 2012-00-00
Type: Journal Articles
Subjects: Creativity,Educational Resources,Feedback (Response),Open Education,Open Universities,Foreign Countries,Distance Education,Higher Education,Educational Technology

The nature of openness in education has transformed from just relating to open access to encompass a wide range of interpretations. This paper explores the concept of an &quot;open scholar&quot; whose practice is shaped by digital and networked technologies. It is argued that openness represents an effective working method in this environment, and that creativity plays a key role in realising this. The relationship between creativity and open educational resources is outlined to demonstrate that there is a positive feedback loop between the two processes.
OER Adaptation and Reuse across Cultural Contexts in Sub Saharan Africa: Lessons from TESSA (Teacher Education in Sub Saharan Africa)
Author: Wolfenden, Freda
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Quality,Foreign Countries,Educational Resources,Cultural Context,Teacher Education,Case Studies,Open Education,Information Technology,Teacher Educators

Over a period of three years a number of International and African based institutions collaborated to design and create a set of Open Educational Resources (OERs) to support school based teacher education as part of the TESSA project. Writing of the materials drew on case studies, experiences and existing resources from across the region using a highly structured template. These TESSA OERs were then adapted to be appropriate for each user setting and practices. It is this process--supporting the user community to harness and integrate OERs for their own systems and cultures, which is the focus of this article. The only fulfil their promise if more attention is accorded to issues of user access and skills as authors draw on a range of data to make explicit the kinds of knowledge, skills and support employed in the adaptation process and in particular the role of the structured template in supporting this process, and the problems encountered. The article suggests that OERs will well as the form of the OERs, their purpose and underlying pedagogy. Finally the paper offers suggestions for guidance to support other users in adapting OERs for their own context whilst maintaining the quality of the OERs and working towards self-sustaining communities of users. (Contains 3 figures and 4 endnotes.)