Relevant bibliographies by topics / Bible colleges College student development programs

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  2. Dissertations / Theses
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  4. Book chapters

Academic literature on the topic 'Bible colleges College student development programs'

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Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Bible colleges College student development programs"

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Aslam, Hassan Danial. "Professional Development of Teachers in Colleges of Pakistan: A Comparative Case Study of Public and Private Colleges of Pakistan." International Journal of Learning and Development 3, no. 6 (August 31, 2014): 167. http://dx.doi.org/10.5296/ijld.v3i6.6249.

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Purpose:The aim of the researchers in this effort is to identify the challenges and barrier faced by teachers in colleges of Pakistan regarding their professional development. The study also discovers realistic implication and adaptation which can be used in order to have highly professionally developed teachers in colleges.Objective of the study:The current research is conducted to find the different professional development characteristic and different factors which are beneficial in professional development of college teachers as well as the factors which are the root cause of creating deficiencies in professional development programs of teachers, especially for college teachers.Methodology:In conducting the current research study the researchers had used the qualitative method and quantitative method. In quantitative method Likert scale or in other words summated rating scale is used; as it is easiest to construct and by the definition of this scale each statement on the scale have equal importance or weight. Sample taken to conduct this research study is 120 teachers from both the sectors as 60 public and 60 private respectively. Besides the questionnaire, interview technique is also been used to carry out the mention research.Findings: The major findings of research has reveled that professional development programs at institutional level are not carried in its required intensity moreover these programs if executed properly then could increase teachers’ satisfaction, student learning and learning output. However such programs are aimless as these programs are run without any definite purpose. Moreover it is found that there are inadequate course contents and trainers are mostly untrained. Also seminars are not conducted due to insufficient allocated funds and if seminars are conducted these results to be unproductive. Employee in educational institutions are not provided some sort of scholarship programs
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Manoogian, Margaret M. "ADDRESSING THE SUCCESSFUL TRANSITION OF COMMUNITY COLLEGE GERONTOLOGY STUDENTS TO UNIVERSITY SETTINGS." Innovation in Aging 3, Supplement_1 (November 2019): S240—S241. http://dx.doi.org/10.1093/geroni/igz038.900.

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Abstract Developed in 2012, our gerontology program has tracked enrollment, learning outcomes, student competency development, and career paths post-graduation. Enrolled students tend to be older, transferring from community colleges, reentering college due to work and family commitments, and retooling career paths. Our efforts have focused on career integration across all courses culminating in a two-term practicum program. Additionally, through discussions with community college faculty and students, alumni, and community partners, we have adapted our curriculum to address student needs for work, family care, and academic engagement through flexible course delivery, syllabus construction, applied project development, and direct contact with professionals in and outside the classroom. Developing strategies to ensure transfer student success is critical, as well as offering strong career preparation for older students entering the workforce. Comprehensive placement data and an overview of the needs and challenges for university programs to partner with community college programs will be highlighted.
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Cate, Rachael, and Darlene Russ-Eft. "Expanding circles of solidarity: A comparative analysis of Latin American community social justice project narratives." Power and Education 12, no. 1 (August 27, 2019): 55–77. http://dx.doi.org/10.1177/1757743819871320.

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LatinX student enrollments in community colleges in the United States are rapidly growing, yet LatinX student success rates have not matched this growth. There is a need for community college programs that serve LatinX student populations more effectively and incorporate multicultural educational practices. Using Anzaldúa’s Mestiza consciousness theory, this study analyzed community learning testimonios written by Latin American movement leaders and identified common themes applicable to a process of critical consciousness development in critical educational programs. The themes common across the four testimonios were (a) collective motivation for learning; (b) organizational dynamics, practices, and values; (c) critical social consciousness; and (d) transcendent communal awareness of identity.
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Douglas, Karen H., Whitney A. Idol, and Yun-Ching Chung. "Increasing Social Communication of Students With Intellectual Disability in Rural College Classrooms." Rural Special Education Quarterly 40, no. 3 (July 7, 2021): 143–56. http://dx.doi.org/10.1177/87568705211027977.

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As more students with an intellectual disability are attending postsecondary programs at colleges and universities, these students are presented with new opportunities for socialization (e.g., conversing with peers and faculty across campus environments, joining organizations of interest, and participating in campus events). The generalization of social skills to new settings and classrooms with unfamiliar people may be challenging for some individuals with an intellectual disability. We conducted a single-case study using a multiple baseline design across student and peer pairs to evaluate the effects of peer training on the social communication of students in rural college classrooms. Specifically, we collected data on students taking three or more turns during conversations, initiating or responding to their peer partners, and discussing academic or social topics (communication function) using partial interval recordings. After a brief training session with peers, all students increased the percentage of intervals taking three or more turns, with the majority of student responses focusing on academic content. We conclude the article by discussing key findings, limitations, future research directions, and implications for practice.
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Lancaster, James R., and Carol A. Lundberg. "The Influence of Classroom Engagement on Community College Student Learning: A Quantitative Analysis of Effective Faculty Practices." Community College Review 47, no. 2 (March 20, 2019): 136–58. http://dx.doi.org/10.1177/0091552119835922.

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Objective: This study asked how faculty behaviors and course decisions best predict learning gains for students. Next, it investigated how the identified engaging practices vary based on faculty employment status, course experience, course level taught, and teaching area. Method: The sample was taken from students and faculty at one community college with a Hispanic-serving designation in California. Student participants took the 2012 Community College Survey of Student Engagement (CCSSE) and faculty took the 2012 Community College Faculty Survey of Student Engagement (CCFSSE). Ordinary least squares (OLS) regression was used to identify significant faculty-related CCSSE variables that predicted academic learning, career learning, or personal development gains. Results: The models explained one third or more of the variance in each learning domain. Among the 16 significant predictors, seven were identified as having the strongest effects and served as dependent variables to determine whether there were significant differences in use of these practices among faculty groups. Faculty teaching full-time, faculty with more course experience, and faculty in career technical education (CTE) programs applied faculty-related engagement practices more than their counterparts. In addition, faculty teaching only college-level courses perceived better quality relationships with their students than faculty who taught only developmental courses. Conclusion: Grounded in the study findings are recommendations for community colleges to invest in programs that increase faculty availability to students and schedule courses so faculty gain experience teaching the same courses over time and implement faculty development programs specific to teaching strategies.
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Haviland, Sara, Steven Robbins, Vinetha Belur, Gernissia Cherfrere, and David Klieger. "Improving Workforce Readiness Skills Among Community College Adult Learners Through New Technologies:." Metropolitan Universities 32, no. 1 (February 15, 2021): 35–53. http://dx.doi.org/10.18060/23884.

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Employers report struggles to find work-ready candidates who possess a desired combination of job-specific technical, general math and reading, and social and behavioral skills. Community colleges are ideally situated to address these shortages, delivering a trained local labor force and often collaborating directly with employers and regional development boards to ensure the employability of their students and the economic vitality of their regions. One tactic to address these shortages is to introduce trainings geared directly toward soft and basic skill development. This paper presents case studies of two schools that use technology-enhanced trainings to incorporate work-readiness skill trainings in career technical education programs that are (1) flexible and learner-centric due to technology-enhanced delivery, and (2) use evidence-based assessment and intervention strategies to promote soft skill and literacy expectations. The trainings were provided by a non-profit education research and measurement company, which served as developer and research partner for the community colleges. Results demonstrate adult learner satisfaction and commitment with these blended learning and mobile technology solutions. Factors that facilitate training success, which include securing student buy-in and developing collaborative partnerships, are discussed.
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Cardinal, Bradley J. "Promoting Physical Activity Education Through General Education: Looking Back and Moving Forward." Kinesiology Review 9, no. 4 (November 1, 2020): 287–92. http://dx.doi.org/10.1123/kr.2020-0031.

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Concerns about college and university student health date back to at least the mid-19th century. These concerns were addressed through the development and implementation of required, service-based physical activity education programs. In the 1920s–1930s, 97% of American colleges and universities offered such programs. Today less than 40% do. However, student health issues persist. This essay asserts that kinesiology departments are best suited to address these needs by delivering physical activity education courses through their institution’s general education curriculum. General education courses are those that every student must take in order to develop the competencies necessary for living a full and complete life and contributing to society. Given the growing costs of higher education, any such requirement must be justifiable. Therefore, implementing and sustaining a physical activity education general education requirement is not for the faint of heart; it requires effort, resources, support, and time. This essay explores these issues.
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Domina, Thurston, and Erik Ruzek. "Paving the Way." Educational Policy 26, no. 2 (December 31, 2010): 243–67. http://dx.doi.org/10.1177/0895904810386586.

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Partnerships between colleges and universities and K-12 school districts attempt to improve access to higher education by tailoring college outreach and teacher professional development programs to local needs as well as aligning high school curricula with higher education admissions criteria. In this article, we conduct a quasi-experimental evaluation of partnerships between universities and school districts in California. Our fixed-effects models indicate that comprehensive K-16 partnerships substantially increase student graduation and nonselective university enrollment rates in participating school districts, but that these effects take time. We argue that local partnerships are an effective, but resource- and time-intensive, K-16 school reform strategy.
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Carr, Julie Wallace, and Sarah Hardin. "The Key to Effective Assessment: Writing Measurable Student Learning Outcomes." Recreational Sports Journal 34, no. 2 (October 2010): 138–44. http://dx.doi.org/10.1123/rsj.34.2.138.

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In recent years, assessing learning outcomes has become a priority as colleges and universities have had to justify their existence to outside interests. Higher education institutions and administrators have had to account for the effects, or outcomes, of college that demonstrate its value to graduating students. Consequently, student affairs and campus life entities have felt the need to justify their existence within the larger campus community. Therefore, many academic and students affairs departments have refocused their assessment efforts on the student learning outcomes of their programs and other interventions with students. Assessing student learning outcomes has been challenging for many in the recreational sport profession. Part of this challenge lies in an inability to adequately determine and define the object of the assessment. To properly assess learning outcomes, the intended outcomes must be written in specific, measurable terms. This article adapts the ABCD method, introduced by Jordan, DeGraaf, and DeGraaf (2005), as a method for writing specific and measurable learning outcomes. Recreational sport administrators may incorporate this method to assist them in the development of a strategic assessment plan.
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Weston, R. Eric, and Catherine D. Stayton. "Use of the Community Diffusion Model to Develop Community Partnerships and Overcome Barriers to an Urban College Internship Program." Californian Journal of Health Promotion 2, no. 4 (December 1, 2004): 1–19. http://dx.doi.org/10.32398/cjhp.v2i4.893.

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The current scarcity of employment opportunities has increased the importance of the internship experience for graduating college students. However, the development of internship sites is fraught with both internal and external barriers. The goal of this article is to describe the development of an internship program in an urban-based liberal arts college. The article describes the: a) use of the Community Diffusion Model to develop partnerships with community sites, b) multilevel barriers to successful program development and maintenance, and c) strategies used to overcome the barriers. During a threeyear period, 110 students participated in the internship program, 59 undergraduates and 51 graduates. Both graduate and undergraduate students were predominantly female, aged 21 – 45. A total of 60 internship positions based in 31 community partner agencies have been developed. Student participation was highest in the direct service activities, and lowest in education activities. Organizational, individual, task-related, and relationship barriers affected the development and maintenance of partnerships. Organizational barriers proved to be the most difficult of these barriers to resolve satisfactorily, while task related barriers proved the most manageable. Establishing partnerships among stakeholders while anticipating multiple implementation barriers was the important lesson learned. Based upon our experiences, we offer recommendations for the development and maintenance of internship programs to colleges, community institutions/organizations, site and program directors, and policy makers.
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Dissertations / Theses on the topic "Bible colleges College student development programs"

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Niemi, Alexander M. "The optimum model for student affairs for a small Christian college." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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Pickell, Bruce Allen. "Toward the development of a mentoring program for the pastoral students of Southeastern Bible College, Birmingham, Alabama." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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Webber-Davis, Yvette McCarthy John R. "An analysis of learning assistance programs and program assessment activities in Illinois and Virginia institutions of higher education." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227178.

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Thesis (Ph. D.)--Illinois State University, 1992.
Title from title page screen, viewed January 19, 2006. Dissertation Committee: John R. McCarthy (chair), Maria E. Canabal, Janice G. Neuleib, Sally B. Pancrazio, Barbara K. Wallace. Includes bibliographical references (leaves 149-157) and abstract. Also available in print.
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Ingram, Paula Whalen. "Finding their way adult women in community college /." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000075.

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Sprenger, Kurt William. "Perceived Effectiveness of Faculty Development Programs for Full-Time Occupational-Technical Faculty in Virginia Community Colleges." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/29904.

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The purpose of this study was to identify faculty perceptions of the personal and student benefits deriving from participation in faculty development activities. Faced with the challenge of keeping up-to-date with technology in order to keep their students up-to-date, faculty participate in many different activities. The perceived effectiveness of faculty development activities varies depending on the knowledge and interest of each faculty member. This study was descriptive, using a two-part survey to collect both quantitative and qualitative data. First, a mail survey was used to collect data on the perceptions of faculty members regarding 12 professional development activities. The survey was sent out to 407 faculty in Business Technology and Engineering and Industrial Technology at the 23 colleges in the Virginia Community College System. Second, selected participants were contacted for a follow-up phone interview which elucidated some of the information from the mail survey. The surveys were designed based upon a review of the literature and through interviews with professionals. The survey was pilot tested on community college faculty. Major findings from the study included the following: 1. The three most participated in activities were training in computer skills, professional conferences, and college-sponsored presentations and workshops. 2. Professional conferences and college-sponsored presentations and workshops were the highest rated in terms of participation, but rated the lowest in terms of personal and student benefit. 3. Females, on average, participate in more activities and have higher ratings for personal and student benefit. 4. Many faculty reported that funding for professional development activities is limited and that they have a limited amount of time to participate in activities. It is not uncommon for a faculty member to pay out of their own pocket for a worthwhile activity. 5. Activities that deal the most with learning new technologies, such as training in computer skills, retraining for fields in technology, and internships in business or industry, were given the highest ratings of personal and student benefit. Based on the findings several recommendations and suggestions for future research were made: 1. Additional research is needed on the actual measures of student benefit, not just perceptions 2. Community college faculty need to carefully select professional development activities that will benefit not only themselves and their student as well. 3. Community college administrators should encourage faculty members to participate in internships in business and industry. Administrators need to do all they can to provide funding for these activities. 4. Additional research is needed on the differences in how males and females rate their perceptions.
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Abell, Patricia P. Klass Patricia Harrington. "The efficacy of quantitative factors incorporated into the college admissions process as predictors of college success." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064506.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed March 10, 2006. Dissertation Committee: Patricia H. Klass (chair), Al Azinger, Carolyn Z. Bartlett, Ross Hodel. Includes bibliographical references (leaves 116-130) and abstract. Also available in print.
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Werner, Stuart C. "Influences of an integrated teaching model and selected background characteristics on developmental studies student achievement in a community college." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/29328.

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Bonneville, Jacqueline K. "A comparison of adjustment factors between undeclared and declared first-year students at UW-Eau Claire." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009bonnevillej.pdf.

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Cinclair, Carol. "The Effects of Participation in a Buddy System on the Self-Concept, Academic Achievement, Attrition Rate, and Congruence Level of Community College Developmental Studies Students." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331958/.

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This dissertation sought to determine the effects of a buddy system on a student's self-concept, academic achievement, attrition rate, and congruence levels. The buddy system treatment randomly paired two students for the purposes of sharing ideas, working on assignments, getting to know each other, and supporting one another. The study included three randomly selected sections of pre-college level, developmental writing classes from the Brookhaven College of the Dallas County Community College District. Three other classes served as the control group, and one instructor taught all six sections of the course. Three instruments were used as measures of change: the Tennessee Self-Concept Scale (TSCS), designed by William H. Fitts, measured self-concept levels; the Personality and Educational Environment Scale (PEES), created by Roger Boshier, measured congruence levels; and a written paragraph measured achievement levels in English. Attrition percentages were based on the number of students enrolled during the second week of class who were not present during the sixteenth week of class. To test for significance, an analysis of covariance procedure was used on the TSCS, PEES, and written paragraph results, and a test for the difference between proportions for independent groups was used on the attrition percentages. The class sections were nested under either the experimental or the control group to identify significant differences between class sections. On the TSCS, a significance of .96 among sections and .48 between groups indicated no significant change had occurred in self-concept levels. For the PEES, a significance of .30 among sections and .75 between groups indicated no change had occurred in congruence levels. Finally, on the paragraph assessment, a significance of .87 among sections and .31 between groups showed no change had occurred in achievement levels. However, the test for significance of the difference between attrition percentages revealed that the buddy system treatment was an effective method of retention.
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McRae, Mary Suzanne. "Online Student Services in American Higher Education: Contemporary Issues and Future Implications." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc278596/.

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This study examined the way in which the top 100 "most wired" colleges and universities provide online student services. Named by a national publication in May 1998, these colleges and universities were chosen because of their technological infrastructure, courses offered online, public computers on campus, and online student services, among other aspects.
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Books on the topic "Bible colleges College student development programs"

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Kreider, Paul E. Institutional effectiveness and student success. Gresham, Ore: Mt. Hood Community College, 1993.

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Alexander, Joanne M. Focusing on student academic outcomes: A working paper. Ann Arbor, Mich: University of Michigan, 1986.

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Kramer, Gary L. Fostering student success in the campus community. San Francisco, CA: Jossey-Bass, 2007.

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Branson, John P. Developing an LD program: A guide for colleges and universities. Coatesville, Pa: Chester County Intermediate Unit, 1986.

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Bista, Krishna, and Charlotte Foster. Campus support services, programs, and policies for international students. Hershey, PA: Information Science Reference, 2016.

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Malnarich, Gillies. The pedagogy of possibilities: Developmental education, college-level studies, and learning communities. Olympia, WA: Washington Center for Improving the Quality of Undergraduate Education, National Learning Communities Project, 2003.

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Indonesia. Direktorat Jenderal Pembinaan Kelembagaan Agama Islam. Himpunan keputusan Dirjen Kelembagaan Agama Islam tentang izin penyelenggaraan jurusan/program studi pada perguruan tinggi agama Islam. [Jakarta]: Departemen Agama RI, Direktorat Jenderal Kelembagaan Agama Islam, Direktorat Perguruan Tinggi Agama Islam, 2003.

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Okano, Kaori. From school or university to employment: The Japanese way. Palmerston North [N.Z.]: New Zealand Centre for Japanese Studies, Massey University, 1992.

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United States. Congress. House. Committee on Education and Labor (2007). Subcommittee on Higher Education, Lifelong Learning, and Competitiveness. Higher Education Act: Institutional support for colleges and universities under Title III and Title V : hearing before the Subcommittee on Higher Education, Lifelong Learning, and Competitiveness, Committee on Education and Labor, U.S. House of Representatives, One Hundred Tenth Congress, first session, hearing held in Austin, TX, June 4, 2007. Washington: U.S. G.P.O., 2008.

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Higher Education Act: Institutional support for colleges and universities under Title III and Title V : hearing before the Subcommittee on Higher Education, Lifelong Learning, and Competitiveness, Committee on Education and Labor, U.S. House of Representatives, One Hundred Tenth Congress, first session, hearing held in Austin, TX, June 4, 2007. Washington: U.S. G.P.O., 2008.

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Book chapters on the topic "Bible colleges College student development programs"

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Strayhorn, Terrell L. "Sense of Belonging and Student Success at Historically Black Colleges and Universities." In Advances in Higher Education and Professional Development, 32–52. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7021-9.ch003.

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The purpose of this chapter is to posit sense of belonging as a key to educational success for all students, as well as a tool for strategic enrollment management and student success at HBCUs. Drawing connections between a recent survey of KIPP alumni and literature about HBCUs, this chapter reviews extant literature on the history and significance of Black colleges, the faculty and staff employed by HBCUs, and students educated at HBCUs. Then, the chapter posits sense of belonging as a critical factors in their academic success, using Strayhorn's theory of college students belonging. Strong implications for policy, practice, and programs are included.
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Norris, Sharon E. "High Quality Online Programs." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 1552–70. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch069.

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The development of high quality online programs requires ongoing commitment and dedication at all levels of colleges and universities. The availability of online programs and courses benefits working adults by making access to graduate education possible. Online education is also advantageous to the growth of colleges and universities by expanding market reach without requiring major capital expenditures for buildings and operational support staff in new locations. Even though there is ease of entry into new markets with online courses and programs, college and university leaders cannot ignore the need for integrating online programs with the entire institution and providing necessary support services to students and faculty. To ensure high quality in online program offerings, support for online programs must be embedded throughout the various departments within the institution. The role of leadership and teamwork is vital to developing high quality online programming and student-centered support for graduate education.
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Norris, Sharon E. "High Quality Online Programs." In Ensuring Quality and Integrity in Online Learning Programs, 230–53. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7844-4.ch009.

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The development of high quality online programs requires ongoing commitment and dedication at all levels of colleges and universities. The availability of online programs and courses benefits working adults by making access to graduate education possible. Online education is also advantageous to the growth of colleges and universities by expanding market reach without requiring major capital expenditures for buildings and operational support staff in new locations. Even though there is ease of entry into new markets with online courses and programs, college and university leaders cannot ignore the need for integrating online programs with the entire institution and providing necessary support services to students and faculty. To ensure high quality in online program offerings, support for online programs must be embedded throughout the various departments within the institution. The role of leadership and teamwork is vital to developing high quality online programming and student-centered support for graduate education.
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Treadwell, Katie L., and Brian R. Mitra. "Experience as Textbook." In Examining the Impact of Community Colleges on the Global Workforce, 176–96. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8481-2.ch009.

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This chapter explores how experiential learning opportunities, specifically service-learning, foster career exploration, development of transferable skills, and readiness for employment and/or higher education among community college students. By drawing upon experiences leading service-learning opportunities, career development, faculty partnerships, and leadership development at urban community colleges, the authors present an approach to community college education rooted in experiential learning. The chapter proposes the use of Usher, Bryant, and Johnston's model of learning from experience to develop students' vocational practices and help “learners become more empowered to respond to their changing vocational environments” (Merriam, Caffarella, & Baumgartner, 2007, p. 68). These impacts are illustrated through the programs and student voices of a community college recognized for its service-learning opportunities. Colleges and corporations share responsibility to prepare citizens (Holton, 1998). Community colleges must take the lead in developing these partnerships and designing learning environments that benefit students and community, in turn creating a next-generation workforce.
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DiMarco, J. "Teaching Computer Graphics and Multimedia." In Multimedia Technologies, 41–56. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-953-3.ch006.

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This chapter defines and examines situations, problems, and processes faced by teachers of technology. Based on experience teaching at three colleges with different economic, academic, ethnic, and financial attributes, this chapter provides stable and practical approaches to solving common issues. Each school environment and student population presents different technical and interpersonal challenges. Real experiences involving set up of college laboratories, development of digital curriculum, and creation of accredited programs are highlighted and transferred into tangible strategies. If you are new to teaching digital subjects, this text may help you get started. If you are an experienced teacher, this may bring you a new strategy or perspective. Ultimately, this chapter aims to assist student teachers, experienced teachers, artists, information technologists, and computer scientists in becoming stronger in transferring knowledge and skills in the digital realm. In addition, the chapter hopes to invite scholars and educators to explore teaching computer graphics and multimedia within the context of their own disciplines.
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Vat, Kam Hou. "Scenario-Planning for Learning in Communities." In Virtual Community Participation and Motivation, 208–27. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0312-7.ch013.

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The chapter investigates an actionable model of virtual participation for learning communities, in the context of holistic student development in college education. The framework of analysis is based on scenario-planning, accommodating the dynamics of strategic design, decision making, and prototyping of various organizational scenarios of learning in communities. This conceptualization is extensible in cyberspace in today’s World Wide Web, especially promising for today’s universities, under the mission of ensuring quality student learning. The premise in this exploration is situated in the design of living and learning programs in residential colleges that must integrate the genuine concerns of holistic development for both teachers and students. What is often argued in this mesh of organizational design is how exactly to connect members of the communities, albeit the very behavior of hoarding personal presence (or knowledge) is what makes people feel secured and successful. The virtual participation model responds to this need by emphasizing the presence of an appreciative form of community sharing that could be facilitated through some innovative electronic channels designed into the daily living and learning experiences. However, the task of identifying what to watch for in building an online community of learning (CoL) is not at all straightforward. The authors’ investigation provides a basis to think of the generative potential of appreciative processes for interaction among different CoLs. The emergent challenge is to de-marginalize the concept of appreciative sharing among CoL members, expositing on the effective meaning behind the creation of such an environment through which purposeful individual or organizational learning could be enabled with the elaboration of suitable information technologies.
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Bednarz, Sarah W., and Roger M. Downs. "Geography Education." In Geography in America at the Dawn of the 21st Century. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198233923.003.0041.

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The evolution of the profession of geography as an academic discipline has been intertwined with the teaching of geography in schools and colleges (Warntz 1964; Blouet 1981; Cormack 1997; Douglas 1998). Even today, the largest proportion of members of the Association of American Geographers (AAG) is employed in higher education and is charged with teaching high school graduates. The short-term fortunes of academic Departments of Geography are a direct function of student credit hours generated. Therefore, the long-term viability of Departments is a function of significant numbers of students being willing—or required—to take college geography courses. Motivation for optional or mandatory participation in geographic learning at all levels of instruction is a cause of and a response to society’s valuation of geographic knowledge. Over the past two decades, American society has placed an increasing value on geographic literacy, although what it means to be geographically literate remains subject to debate. In this chapter, we use the definition from the National Geography Standards (hereafter referred to as the Standards) (Geography Education Standards Project 1994: 34), “The outcome of Geography for Life is a geographically informed person (1) who sees meaning in the arrangement of things in space; (2) who see relations between people, places, and environments; (3) who uses geographic skills; and (4) who applies spatial and ecological perspectives to life situations.” The increasing valuation of geographic knowledge has been facilitated by an infrastructure ranging from the National Geographic Society’s (NGS) state alliance network to the AAG’s Commission on College Geography, publicized through activities such as the National Geographic Bee, and Environmental Science Research Institute (ESRI)’s “Geography Matters” campaign, and codified through public commitment to programs such as the Standards and the National Assessment of Educational Progress (NAEP). In light of the changing role of geography in American society, the Geography Education Specialty Group (GESG) adopted a revised mission statement in 1999. Its goal is, “To promote research on the lifelong development of knowledge about the world through geography; to develop the theory and foster the practice of teaching and learning geography in formal and informal educational contexts; and to be an advocate for geographic literacy” (AAG GESG 1999: 1).
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