Relevant bibliographies by topics / Community-based learning experience

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Community-based learning experience'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Community-based learning experience"

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Lee, Maria, and Keungeun Lee. "The Experience of Community Organizing Learning Experience Based on Practice." Journal of Humanities and Social sciences 21 10, no. 4 (2019): 959–72. http://dx.doi.org/10.22143/hss21.10.4.68.

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SCHREIER, R. A., and D. DANILEWITZ. "A community-based learning experience for medical students." Medical Education 23, no. 1 (1989): 86–90. http://dx.doi.org/10.1111/j.1365-2923.1989.tb00817.x.

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Borcherding, Sherry, and Diana Baldwin. "Disability in Context: A Community-Based Learning Experience." Occupational Therapy In Health Care 15, no. 1-2 (2002): 3–12. http://dx.doi.org/10.1080/j003v15n01_02.

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Borcherding, Sherry, and Diana Baldwin. "Disability in Context: A Community-Based Learning Experience." Occupational Therapy In Health Care 15, no. 1 (2002): 3–12. http://dx.doi.org/10.1300/j003v15n01_02.

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Coyer, Caitlin, Desta Gebregiorgis, Kaitlin Patton, Daniela Gheleva, and Lynette Bikos. "Cultivating Global Learning Locally Through Community-Based Experiential Education." Journal of Experiential Education 42, no. 2 (2019): 155–70. http://dx.doi.org/10.1177/1053825918824615.

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Background: Global learning outcomes (GLOs) are increasingly emphasized within higher education because of the advantages they provide in navigating globalized contexts. The process of global learning may be understood through Mezirow’s theory of transformational learning, in which presentation of dissonant information results in more open, inclusive frames of reference. Purpose: We propose that local community-based experiential learning may facilitate development of GLOs through a process of transformational learning. Methodology/Approach: We used consensual qualitative research-modified (CQR-M) method to describe outcomes of a service-based experiential learning opportunity called Community Kitchen. Findings/Conclusions: Our analyses yielded seven domains within participant responses, many of which align with GLOs: impacting knowledge and skills, changing attitudes through transformational learning, contributing to personal benefit, facilitating relational connections, influencing vocational identity, engaging with the community, and providing a unique experience. Implications: Experiential learning may be a viable avenue through which global learning occurs locally through service-learning experiences.
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Li, Meng Long, Hong Jian Peng, and Xin Kang Zhang. "Research on Virtual Learning Community Based on Physical Knowledge." Advanced Materials Research 214 (February 2011): 688–92. http://dx.doi.org/10.4028/www.scientific.net/amr.214.688.

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Based on "Information Technology Curriculum Resources Development" project and their own experience of teaching and learning, knowledge management, physical education-based virtual learning environment built for a more in-depth theory and practice of verification. In this article, the concept of physical education to become a leader in knowledge management, virtual reality user experience possible, emphasizing the virtual learning environment, the flow of knowledge and human interaction, proposed to build a virtual learning environment, the key success factors: culture, management, protection technology and knowledge precipitation, knowledge sharing, learning and application of knowledge, knowledge innovation, knowledge of the formation of benign drive the wheel.
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Morton, Mavis. "34. Community-Based Learning: Practices, Challenges, and Reflections." Collected Essays on Learning and Teaching 2 (June 13, 2011): 198. http://dx.doi.org/10.22329/celt.v2i0.3228.

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This paper will highlight an innovate practice in teaching and learning by reflecting on two fourth-year sociology seminar classes that participated in a community-based learning project at York University. Fifty students collaborated in three to six person teams to work on a problem/issue identified by one of five not-for-profit organizations who work with and/or for women as victims, offenders, and/or professionals in the Canadian criminal justice system. Reflections on the process and outcome of the experience offer insights into organizing and engaging in a community-based learning experience as well as point to some of the substantive benefits. These include the opportunity for increased student engagement, access to, and awareness of, course and community related issues, and citizenship. The paper also identifies potential opportunities to incorporate the dimensions of participation and collaboration between institutions of higher learning and the community/world to mobilize knowledge and offer unique scholarship opportunities for faculty.
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Ellenbogen, Stephen. "An alternative model of community service learning." Higher Education, Skills and Work-Based Learning 7, no. 3 (2017): 315–30. http://dx.doi.org/10.1108/heswbl-08-2016-0060.

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Purpose The purpose of this paper is to describe and analyze experiences embedding community service learning into an assignment for a bachelor of social work course. The author used these experiences and their connections with early conceptions of progressive education and community work principles to present a pragmatic and supple community service learning (SCSL) model. Design/methodology/approach In total, 15 students and four community organizations participated in SCSL. Data consisted of focus groups, participatory observation, evaluations, e-mails, and documents. Naturalistic case study methodology was employed to retrospectively describe a noteworthy teaching and learning experience. Findings The SCSL model was judged useful for weaving current local realities into course lectures, promoting professional development, and providing community organizations with timely research syntheses. It seemed no more demanding than other teaching experiences. Six features of the model were deemed beneficial: multi-course scaffolding, bottom-up management, asymmetrical student roles, integration of academic and experiential learning, and student involvement in course delivery. Relevant contextual factors included: small class size, maturity of students, and cohesion within cohort. Research limitations/implications A single teaching experience and a small sample of participants informed this case study. Further research is needed to draw firm conclusions about SCSL’s usefulness and generalizability. Practical implications Acknowledging that it is based on limited evidence, SCSL appears to be a promising model for encouraging knowledge mobilization between universities and community organizations, and providing future professionals with experience in such activities. Originality/value This paper describes and analyzes the pedagogic value of SCSL, a manageable and adaptable teaching model for busy faculty.
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Cohen, Jonathan D., Julia Huprich, W. Monty Jones, and Shaunna Smith. "Educators’ perceptions of a maker-based learning experience." International Journal of Information and Learning Technology 34, no. 5 (2017): 428–38. http://dx.doi.org/10.1108/ijilt-06-2017-0050.

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Purpose The purpose of this paper is to examine a cohort of educators’ perspectives of a semester-long maker-based university course. Design/methodology/approach This qualitative study utilized participants’ weekly and end-of-semester written reflections to illustrate the participants’ perceptions of a semester-long university course focused on the role of maker principles and technologies in a variety of educational contexts. Findings The participants’ perceptions of learning following the semester-long maker experience viewed learning as a more collaborative experience, and noted the benefits of a classroom community that arose from the collaboration. Originality/value This study adds empirical research to the literature base on the use of maker tools and strategies in formal educational environments. While other studies have examined similar environments, they tend to focus on short-term, single experiences. This study followed the development of educators’ perceptions of a maker-based learning experience over a longer duration of time. The findings of this study provide a research-based foundation for teacher educators to build upon when developing maker-based learning activities.
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Karasik, Rona J. "Community Partners’ Perspectives and the Faculty Role in Community-Based Learning." Journal of Experiential Education 43, no. 2 (2019): 113–35. http://dx.doi.org/10.1177/1053825919892994.

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Background: Benefits of community-based learning for students in higher education are well documented. Comparatively less is known about the community partner experience. Purpose: The community partner perspective is explored to (a) confirm and expand recent findings regarding community partners’ perceptions of the benefits and challenges of working with colleges and universities and (b) present community partners’ views on how faculty can help improve community–university collaborations. Methodology/Approach: Dual-rater axial and open coding qualitative analysis methods were used to identify key themes in community partners’ responses in an on-line survey. Participants ( n = 201) represented community partners from a broad range of fields, regions, and partnership types (e.g., volunteer, internship, service-learning). Findings/Conclusions: Although community partners identify a number of benefits to their collaborations with academic institutions, they also encounter critical challenges (e.g., faculty engagement, communication, student preparation). Partner recommendations include additional faculty attention to student knowledge of content, skills, and professionalism, as well as increased faculty engagement in all aspects of the collaboration. Implications: From a community perspective, faculty have an important role to play in facilitating true community–university partnerships that are equitable, reciprocal, and mutually beneficial.
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Dissertations / Theses on the topic "Community-based learning experience"

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Dannecker, Achim, and Ralf Wölfle. "eXperience based training – Eine Community Plattform für Dozierende." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-141874.

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Die Plattform „eXperience based training“ unterstützt fallstudienbasierte Lehrformen an Hochschulen. Dozierende können ihr Wissen über den Einsatz von Fallstudien in der Lehre auf der Plattform gegenseitig teilen und erhalten Zugriff auf ein breites Spektrum an Lehrmaterialien. Die Ausbildung an den Hochschulen soll durch den Einsatz von Fallstudien interessant und praxisnah sein. Didaktisch aufbereitete Fallstudien sind geeignet, Studierende im Unterricht zu aktivieren, vernetztes ganzheitliches Lernen zu fördern und eine höhere Behaltensquote zu erzielen.
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Dannecker, Achim, and Ralf Wölfle. "eXperience based training – Eine Community Plattform für Dozierende." Technische Universität Dresden, 2009. https://tud.qucosa.de/id/qucosa%3A27994.

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Die Plattform „eXperience based training“ unterstützt fallstudienbasierte Lehrformen an Hochschulen. Dozierende können ihr Wissen über den Einsatz von Fallstudien in der Lehre auf der Plattform gegenseitig teilen und erhalten Zugriff auf ein breites Spektrum an Lehrmaterialien. Die Ausbildung an den Hochschulen soll durch den Einsatz von Fallstudien interessant und praxisnah sein. Didaktisch aufbereitete Fallstudien sind geeignet, Studierende im Unterricht zu aktivieren, vernetztes ganzheitliches Lernen zu fördern und eine höhere Behaltensquote zu erzielen.
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Malekane, Wendy Mapule. "Students' experiences of community engagement in an educational psychology practicum." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/23639.

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The purpose of this study was to explore and describe students’ experiences of community engagement in an Educational Psychology practicum. The theoretical framework was Kolb’s (1984) experiential learning theory. The study consulted relevant literature relating to community engagement, the experiences of students of community engagement activities, such as service-learning; the asset-based approach, positive psychology and the learning strategies relevant to the community engagement practice, namely experiential and reflective learning. A qualitative research approach was applied, guided by an interpretivist epistemology. An instrumental case study design was employed and the Department of Educational Psychology of the University of Pretoria, which was involved in the community engagement practicum, was conveniently selected for this research study. I selected one focus group for a pilot study, and later selected a second focus group, consisting of 8 purposefully selected students of the MEd Educational Psychology degree, as my research participants. Focus group interviews, reflective journals and visual data served as data collection methods. And, to further enrich the data collection process, audio-visual methods and a personal reflective journal also served as methods of data documentation Four main themes emerged as the result of thematic analysis and interpretation. Firstly, during the focus group interview, the students conversed about how they gained insight into themselves as Educational Psychologists within South Africa, such as their experiences of encountering individuals from different socio-economic groups, cultures, race and language. Secondly, the students also experienced professional development as a result of their experiences from the Educational Psychology community engagement practicum. That included experiencing themselves as being more confident, able to adapt to new situations and deeper insight into their role as a professional. Thirdly, the students discussed experiences related to integration of theory and practice. Their ability to understand theories, such as the asset-based approach and positive psychology, was enhanced as a result of putting it into practice. Finally, the students had experiences relating to structuring a community engagement practicum. The students expressed the need to receive additional information on the orientation and preparation of the practicum, as at times they had felt unsure of what was expected of them. They experienced the time spent in the practicum as being limited and discussed their experiences of writing in a reflective journal and participating in reflective dialogue Based on the findings, community engagement in this Educational Psychology practicum can be regarded as being a valuable inclusion to the training programme of these students of Educational Psychology, as it gave them the opportunity to interact with diverse clients in a South African setting. As a result of experiential learning during the practicum, students acquired several skills that they would not have gained in a classroom setting, such as the ability to work with diversity, groups, different age groups and in different contexts. Copyright<br>Dissertation (MEd)--University of Pretoria, 2010.<br>Educational Psychology<br>unrestricted
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Moscrip, Amanda Nicole. "Generation Z's Positive and Negative Attributes and the Impact on Empathy After a Community-Based Learning Experience." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/908.

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Generation Z, also known as the iGeneration, iGenners, GenZ, and Generation Now, consists of those born in the mid-1990s through the late 2010s. Historical events important for this generation have influenced their perception of safety as well as how they interact with others. As compared to previous generations, technological advances (i.e., Smartphones, social media) changed how GenZ communicates, socializes, and receives information. Unique experiences and attributes influenced Generation Z’s empathy because living through these events and seeing their impact changes how they can understand and take the perspective of others. The relation between three factors was examined across University students who are members of Generation Z; intensity of the CBL activity (high versus low), sex, and empathy (empathy assessment index, basic empathy scale, ethnocultural empathy scale). It is hypothesized that freshmen students would exhibit higher gains in empathy due to their developmental period. As hypothesized, there was a consistent main effect for sex in multiple subscales across the Honors Colloquium and Interdisciplinary late-teen sample indicating that females were higher in initial pretest scores and remained higher on post-scores on empathy as compared to males. These findings hold implication for instructors aiming to provide effective CBL experience for their students. Faculty may consider how students may be differentially receptive to CBL experiences on multiple demographic and personality variables, and while this study only examined sex and intensity of experience, it provides a good representation of the diversity of outcomes that can be evidenced.
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Jackel, Daniel. "Evaluating the Effectiveness of an Internship Program." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1117.

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The traditional way to learn about social sciences in a university setting includes taking courses that teach theoretical frameworks and scientific methodologies that are required for one’s major area of study. The courses that are taught to students are determined by what major they sign up for. After a student has taken all required courses,what skills does the student have to take with him after graduation? Whether participation is pursued solely for academic credit, for career development, or for civic engagement, an experiential experience typically enhances a student’s connection between academic content and “real world” applications. Bridging the gap between “real world” situations and the classroom demonstrates the need for the application of knowledge. This project’s primary purpose was to examine the student’s internship experience and determine whether it helped to enhance his or her ability to achieve the predicted outcomes of the internship program. A combination of quantitative and qualitative methodologies was deemed appropriate for empirical analysis. This evaluation project measured enhancement outcomes of an internship program, which rationalized potential designs for the undergraduate sociology major/minor and the undergraduate criminology minor, offered by a higher educational institution.
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Chamberlin, J. Shannon. "College Faculty Experiences Assigning Service-Learning and Their Inclination to Continue." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/510.

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The academic benefits and enhanced social responsibility that students derive from service-learning (SL), defined as experiential learning that ties community service to academic courses, have been well documented. However, for a college to fully institutionalize SL, a high proportion of faculty needs to include SL in their courses. Based in Kolb's experiential learning theory, the purpose of this study was to enhance planners' understanding of how college faculty's past experiences assigning SL influence their inclination to assign SL in future courses. In this basic qualitative interpretive study, data were collected from 13 individual interviews with faculty who assigned SL at a Southern metropolitan university. Findings were interpreted using Chickering's 7 vectors of student development from the conceptual framework and other relevant perspectives from the literature. One of the major themes from emergent coding of data was that faculty viewed some difficulties as challenges to be overcome rather than as deterrents to using SL. To reduce deterrents, institutions could compensate for extra time required for SL by providing stipends, released time, and support databases; recognizing SL in tenure and promotion; and helping faculty brainstorm how to incorporate SL into courses. To increase incentives to use SL, institutions could provide a full range of training and support for faculty. More courses with SL, besides increasing benefits of SL for all stakeholders, may mean that students form the habit of serving in the community and continue serving and contributing to positive social change, perhaps for a lifetime.
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Hamrén, Jonas. "Piña Palmera is a place for learning : A qualitative study of experiences from the Piña Palmera Community Based Rehabilitation program for people with disabilities in Oaxaca, Mexico." Thesis, Uppsala universitet, Internationell mödra- och barnhälsovård (IMCH), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255318.

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AbstractIntroduction Persons with disabilities are among the most vulnerable groups in every society and the World Health Organisation (WHO) has introduced Community Based Rehabilitation (CBR) with the intention of decreasing this vulnerability. In Oaxaca, Mexico, the Piña Palmera CBR program is working with persons with disabilities from rural communities to improve their quality of life.Objective The objectives of this qualitative study were to explore what motivates people to engage in the Piña Palmera CBR program, the expected and perceived benefits of participation, and future hopes and ideas for the program among program participants and their family members.Method Data was collected in the state of Oaxaca in southern Mexico during November-December 2014, in the form of 8 semi-structured interviews. Analysis of the data collected in the interviews was done by using thematic analysis.Findings The analysis of the data resulted in four themes regarding motivations for and perceived benefits of participation: Piña Palmera is a place for learning, You feel part of a group in Piña Palmera, Piña Palmera is improving the situation for persons with disabilities, and No other place works like Piña Palmera.Conclusion That Piña Palmera is a place where you get opportunities to learn, that one feels a part of a group, and that the program is different from other options in the way they work can make them an important resource for persons with disabilities in Oaxaca, decreasing problems with unemployment, discrimination, and lacking governmental support for persons with disabilities.
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Lennon-Dearing, Robin, Joe Florence, Linda Garrett, Ivy A. Click, and Suzanne Abercrombie. "A Rural Community-Based Interdisciplinary Curriculum: A Social Work Perspective." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/6371.

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Although social workers are frequently part of interdisciplinary teams in health care and community settings, interdisciplinary training is often lacking in social work education (Berg-Weger & Schneider, 1998). This article describes a study of the effects of an interdisciplinary community-based experiential course preparing new health care professionals for work as part of interdisciplinary teams. The interdisciplinary curriculum was established for a summer course taught in 2006 by faculty from five disciplines: social work, nutrition, medicine, nursing, and public health. The course, Quality Improvement in Rural Healthcare, which focused on health literacy in people with a diagnosis of diabetes that live in northeast Tennessee, provided a model environment for learning interdisciplinary teamwork. Evaluation of this course found that social work students displayed a statistically significant increase in positive attitude toward interdisciplinary teamwork. Course strengths, weaknesses, obstacles, and opportunities for curriculum improvement are elaborated.
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Sitton, Lara Smith. "Internships in Writing and English Studies Programs: Opportunities, Locations, and Structures." 2015. http://scholarworks.gsu.edu/english_diss/155.

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The Association of American Colleges and Universities considers internships as one of several “High Impact Educational Practices.” While these experiential learning exercises are not new, there are resurgent calls for universities to help students find and engage in more internship experiences before completion of their undergraduate degrees. At the same time, however, the US Department of Labor has strict guidelines as to what constitutes “internships” and what constitutes “unfair labor practices.” While there is a history of the private and public sectors creating internships for students in professional-degree programs and business schools, a need exists for more internships for humanities students—particularly English and writing students. This dissertation examines considerations for faculty members working with English majors to develop internship initiatives with structures that have pedagogical foci and follow the US Department of Labor internship guidelines. Using a case study approach, this project examines the growth of Georgia State University’s English Department internship program over the past twenty years. Through exploration into the opportunities, locations, and structures relevant to an urban university, the study reveals how faculty members designed a student-focused program that serves students, the university, and the community. Relying largely upon the review of departmental archives; a study of the history of GSU in the Atlanta community; interviews with faculty members and internship providers; and an exploration into the terms “intern” and “internship,” the dissertation ultimately sets forth considerations for those working with student internship programs and a model for college and university internship program evaluation.
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Schulz, Danielle Alexandra. "Cultivating a meaningful experience : art education for adults with disabilities at a community-based art center." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-05-5320.

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The purpose of this study was to investigate instructional components that foster meaningful learning for adults with disabilities in a community-based art center. Through narrative analysis and case study methodology, the researcher examined the programmatic content of a single community-based art center--the Arc of the Arts Studio and Gallery (AOA) in Austin, Texas--from 2009 to 2011. Utilizing authentic instruction and constructivism as educational frameworks (Anderson & Milbrandt, 2005; Newmann & Wehlage, 1993), the investigator proposed instructional changes to the AOA program that encouraged student-centered learning through discipline-based inquiry, maintaining real-world connections, and the active construction of knowledge. The researcher instituted a structured, arts-based curriculum based upon these educational concepts that infused lessons with illustrative materials, sequential learning, and public promotion of participants' finished art products in order to stimulate creativity and meaningful learning within the art center. This study scrutinized historical literature documenting art and general education for the disability community in order to examine the influence each historical orientation to disability had on art instruction for this population. Coupled with analysis of the programmatic structure of similar art centers around the country, this information facilitated a more full and rich understanding of how and why art education for people with disabilities is currently organized. The process of creating and implementing a structured art curriculum into the AOA studio addressed the ways in which meaningful learning may take place for adults with disabilities at community-based locations, and emphasized the need for further research into the quality, experience, and location of art education for the wide spectrum of people with disabilities.<br>text
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Books on the topic "Community-based learning experience"

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Kenya, Lessons Learnt Sharing Workshop (2004 Nairobi Kenya). Community based natural resource management: Learning lessons, sharing experiences, and influencing biodiversity conservation policy in Kenya : proceedings of a workshop on 2nd-6th August, 2004, Lenana Mount Hotel, Nairobi, Kenya. IUCN EARO Publications Service Unit, 2004.

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Regional Workshop on Governance in Community Based Coastal Resource Management (2004 Binangonan, Philippines). Regional Workshop on Governance in Community Based Coastal Resource Management: Experiences and lessons in participation : CBCRM Resource Center/CBNRM Learning Center, Inc., March 1-4, 2004, Lake Island, Binangonan, Philippines. CBCRM Resource Center/CBNRM Learning Center, 2004.

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Institute, Overseas Development, ed. Making the link between micro and meso: Learning from experience of community-based planning (CBP). Overseas Development Institute, 2003.

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Stevens, Malia L. Transitioning from content centered instruction to student centered learning: A qualitative study of one community college instructor's experience. 1996.

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Understanding climate change from below, addressing barriers from above: Practical experience and learning from a community-based adaptation project in Bangladesh. ActionAid Bangladesh, 2010.

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Community-Based Transformational Learning: An Interdisciplinary Inquiry into Student Experiences and Challenges. Bloomsbury Publishing Plc, 2020.

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Kimonen, Eija, and Raimo Nevalainen. Toward Community-Based Learning: Experiences from the U. S. A. , India, and China. BRILL, 2020.

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Toward Community-Based Learning: Experiences from the U. S. A. , India, and China. BRILL, 2020.

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Johnson, Annette, Cassandra McKay-Jackson, and Giesela Grumbach. Critical Service Learning Toolkit. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190858728.001.0001.

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Critical Service Learning Toolkit offers a strengths-based, interdisciplinary approach to promoting social competence while enhancing emotional and academic skill development. Designed as a user-friendly guide to carrying out successful CSL projects, this Toolkit provides practitioners with step-by-step assistance in planning, implementing, and evaluating Critical Service Learning (CSL) projects in elementary and high schools. CSL trains youth to become active and conscientious citizens through engagement and leadership experiences that meet real needs in the community. This approach is unique in that it places the youth/student at the center of the process. Prioritizing social and emotional learning (SEL) and school engagement, CSL changes the role of the school-based, counseling professional into that of a facilitator who encourages skill-building, reflection, and civic engagement. Cultivating self-awareness, social-consciousness, and critical-thinking skills, brainstorming and community web mapping activities serve as the cornerstone of CSL and allow youth to become comfortable articulating concerns about their communities. By extending learning beyond the classroom and into the community, CSL enhances what is taught throughout the school curriculum, at all levels, and fosters a sense of civic responsibility and social agency.
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Vickery, Jacqueline Ryan, and S. Craig Watkins. Worried About the Wrong Things. The MIT Press, 2018. http://dx.doi.org/10.7551/mitpress/9780262036023.001.0001.

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It’s a familiar narrative in both real life and fiction, from news reports to television storylines: a young person is bullied online, or targeted by an online predator, or exposed to sexually explicit content. The consequences are bleak; the young person is shunned, suicidal, psychologically ruined. In this book, Jacqueline Ryan Vickery argues that there are other urgent concerns about young people’s online experiences besides porn, predators, and peers. We need to turn our attention to inequitable opportunities for participation in a digital culture. Technical and material obstacles prevent low-income and other marginalized young people from the positive, community-building, and creative experiences that are possible online. Vickery explains that cautionary tales about online risk have shaped the way we think about technology and youth. She analyzes the discourses of risk in popular culture, journalism, and policy, and finds that harm-driven expectations, based on a privileged perception of risk, enact control over technology. Opportunity-driven expectations, on the other hand, based on evidence and lived experience, produce discourses that acknowledge the practices and agency of young people rather than seeing them as passive victims. Vickery first addresses how the discourses of risk regulate and control technology, then turns to the online practices of youth at a low-income, minority-majority Texas high school. She considers the participation gap and the need for schools to teach digital literacies, privacy, and different online learning ecologies. Finally, she shows that opportunity-driven expectations can guide young people’s online experiences in ways that balance protection and agency.
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Book chapters on the topic "Community-based learning experience"

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Fick-Cooper, Lynn, and Shera Clark. "Action Learning with Community-Based Nonprofits." In Experience-Driven Leader Development. John Wiley & Sons, Inc., 2014. http://dx.doi.org/10.1002/9781118918838.ch64.

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Calton, Angie, Xun Ge, Melody Redbird-Post, and Moge Wang. "The Kiowa Language and Culture Revitalization Program: Designing a Community-based Learning Model for an Endangered Language." In The Design of Learning Experience. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16504-2_17.

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Mason O’Connor, Kristine, and Lindsey McEwen. "Real World Learning Through Civic Engagement: Principles, Pedagogies and Practices." In Applied Pedagogies for Higher Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_4.

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Abstract Civic engagement offers students transformational opportunities to experience ‘real world learning’. This chapter identifies key principles of critical community-based learning that emerge from appraisal of different histories and paradigms of learning through civic engagement. It presents changing drivers to community-based learning from local to global, including newer imperatives of learning for sustainability, citizenship education and building resilience. It explores pedagogies that form a nexus around community-based learning—building on understandings of different forms of knowledge, through transformative learning to learning for citizenship. It concludes by reflecting on the means by which radical real world learning through civic engagement can advance and thrive.
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"14. “But How Do I Put This Dream Catcher Into My Teaching Dossier?” Learnings And Teachings From One Faculty Member’S Tenure Experience Of Documenting Community-Based Teaching And Learning." In Learning and Teaching Community-Based Research. University of Toronto Press, 2014. http://dx.doi.org/10.3138/9781442699397-020.

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Booth, Annie L., Kyle Aben, Todd Corrigall, and Barbara Otter. "Carbon management and community-based action learning: a theory to work experience." In Action Learning for Social Action. Routledge, 2020. http://dx.doi.org/10.4324/9781003048619-6.

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Kirschner, David. "The Development of a Gamified System for Health Activism as a Graduate Student Project." In Advances in Game-Based Learning. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0513-6.ch018.

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This chapter presents a case of the development, implementation, and iteration of a gamified, graduate-student-driven, collaborative class project about community health activism. The project was founded on three principles: (1) people define, interpret, and modify the meanings of health and wellbeing based on past experiences and in diverse contexts; (2) both learning and iterative design are adaptations to problems; and (3) knowledge is created through the transformation of experience. Prior to the class project, the researchers designed a web-based platform for people to publicly recognize and motivate one another for being healthcaring, exhibiting positive attitudes and behaviors toward the health and wellbeing of themselves and others. This chapter shows how students, researchers, and the community refined a definition of healthcaring while trying to change people's health attitudes and behaviors through gamification. After contextualizing the project and discussing its foundations, the chapter offers a discussion on its four phases and results.
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Dos Santos, Luis Miguel. "Distance Learning Programmes as Alternative Learning." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8279-4.ch004.

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This study aims to understand the satisfaction and experience of programme-seeking students in a community college in the United States. In order to improve the satisfaction, experience, and teaching and learning procedures of distance learning courses and programmes, it is important to understand the students' feedback and ideas. Based on the case study methodology, the researcher collected data from 1,857 inductive surveys and 11 focus group activities. This research allowed the researcher to gain knowledge and understanding about students' satisfaction, experience, and potential enrolment in degree programmes during and after the COVID-19 pandemic. More importantly, the results provide recommendations to school leaders, instructors, government leaders, and policymakers about current and future college and university development regarding changes in teaching and learning behaviours.
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Cleary, Michelle Navarre, Kathryn Wozniak, Catherine Marienau, Gretchen Wilbur, Derise E. Tolliver, and Pamela Meyer. "Learning, Adults, and Competency-Based Education." In Handbook of Research on Competency-Based Education in University Settings. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0932-5.ch011.

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Because competency-based education (CBE) programs ask students to demonstrate what they know and can do and because CBE students often work at their own pace, competence-based learners need to be able to articulate and to manage their own learning. Drawing upon our research and experience developing, teaching in and consulting to competency-based programs for adults in domestic and international higher education contexts as well as workplace and community settings, the authors demonstrate the necessity and give examples of how to teach CBE students to be competence-based learners.
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Blumer, Lindsay A. "Service-Learning in Action." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0874-8.ch005.

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This case study explores a unique service-learning program from inception to evaluation through the in-depth examination of community relationships, outcomes students have attained and the ongoing community benefits. The case study demonstrates specific service-learning implementation techniques and reflection processes that challenge students to apply their experiences to their own educational goals and experiences. At Ripon College the Center for Social Responsibility supervises a successful and innovative service-learning program; the Storybook program. In collaboration with the Green Lake County Correctional Facility (GLCCF) this program has college students meet with inmates to select and practice reading children's books on video. The book and recording are sent to the inmate's child(ren) to maintain familial relationships during incarceration. Based firmly in adult literacy pedagogy this service-learning experience has multiple simultaneous psycho-social outcomes for all involved.
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Hardee, Sheri Carmel, and Kelly Louise McFaden. "Social Foundations of Education and Service-Based Field Experiences." In Handbook of Research on Service-Learning Initiatives in Teacher Education Programs. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4041-0.ch003.

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This chapter highlights one social foundations of education program's initiative to develop specialized service-based projects on which each course's field experience, readings, and assignments would center. Utilizing both a justice-oriented and intersectional foundation, professors developed projects meant to engage the program's mostly white and female students in more critical and meaningful experiences that would help pre-service educators reflect on power, privilege, and oppression and their roles in this process. The authors focus on two example projects for this chapter with a goal of examining successes and difficulties experienced in developing such projects, including the challenge of maintaining strong community partnerships. These two case studies are not meant to provide generalized experiences, but the authors hope that sharing the development, implementation, and outcomes can help other programs create field experiences for pre-service educators that will teach pre-service educators the importance of safe yet critical classroom spaces.
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Conference papers on the topic "Community-based learning experience"

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Tha, Kyi Kyi. "ENHANCING LEARNING AND THE UNDERGRADUATE EXPERIENCE THROUGH COMMUNITY BASED PRACTICE." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0679.

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Fitzsimons, Jeanette. "Becoming reflective practitioners through community based planning projects." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.23.

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Inspired by the influential ‘reflective practitioner’ ideas of Donald Schön (1983), there is an established pedagogical tradition in the University College Cork, Centre for Planning Education &amp; Research, in active learning, and using real projects with real clients as a teaching methodology. In semester two 2019, the first year Masters in Planning students engaged with the Glounthaune community to identify the community’s values and aspirations. Concurrently, the second year students prepared a masterplan for a new town centre, drawing on field work, research and findings from the aforementioned community engagement process. Personal reflection was formally embedded in both processes: students considered their professional and personal skills including working together, dealing with communities; active listening and thinking creatively. These reflections deepened the students’ learning through revisiting the experiences guided by a framework of prompted questions. In her discussion of the challenges in developing excellence in planners, Reeves (2009) insists that ‘Planners need to demonstrate their ability to transform understanding into practical and achievable outcomes… Employers want to see more than credentials; they want to see people demonstrating competence. One’s ability to do a job depends on knowledge, skills and qualities.’ Working on real projects with local communities while using reflection-on-action (Schön, 1983) to revisit the experience further develops their competencies.
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Antxustegi, M. Mirari, Alain Ulazia, Roberto Palos, María González Alriols, Alvaro Campos Celador, and Aitor Urresti. "USING A PROJECT BASED LEARNING EXPERIENCE TO IMPROVE SUSTAINABILITY WITHIN THE UNIVERSITY COMMUNITY." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2173.

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Effizan Wahid, Mohd, Mohd Mahzan Awang, Abdul Razaq Ahmad, and Anuar Ahmad. "Children’s Self-Regulated Learning Based-Experience through Environment and Culture Rural Community Sarawak." In THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY. Redwhite Pres, 2019. http://dx.doi.org/10.32698/gcs.0184.

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Chung, He Len, Kayla Taylor, and Caitlin Nehila. "Preparing students for service-learning and social entrepreneurship experiences." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8171.

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A critical feature of contemporary models of civic engagement is mutually-beneficial collaboration between campus and community partners, in which all members contribute skills and experience to co-create knowledge. At any given time, multiple relationships require attention – for example, triadic relationships between students, faculty, and staff of community organizations. This model is relevant for both service-learning (SL) and social entrepreneurship (SE), as both seek to work with community partners or in the community to address challenges facing the community. To date, research involving students has focused on the impact of these learning opportunities on student development (e.g., academics, civic participation). For students to be true partners in SL and SE projects, however, we need to understand the reciprocity of these interactions, particularly how to prepare students can become collaborators in developing campus-community partnerships (i.e., participatory readiness). To promote participatory readiness among students, we argue for a competency-based framework that integrates research and recommendations from the fields of service-learning, social entrepreneurship, and educational leadership. Throughout the article, we discuss similarities and differences in SL and SE practices and draw attention to the implications of the work for community engagement and pedagogy in higher education.
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Doan, Phuong, and Connie Gomez. "Multidisciplinary Problem Based Learning: Venipuncture Practice Arm Research." In ASME 2019 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/imece2019-11978.

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Abstract Community colleges need more avenues for undergraduate research during their first two years in higher education but face challenges to building robust research namely the limited time frame students are at a community college and the limited resources for research. To maximize the limited resources and the educational experience for the students, multidisciplinary projects within the community college environment provide both engineering and science students with research opportunities that fit the schedule of a working student, allow interaction between disciplines, provide team-based environments, and foster life-long learning. This paper describes 1) a multidisciplinary project for honor chemistry and engineering students; introduction to engineering students and engineering graphics students in the development of a venipuncture practice arm for nursing students practicing venipuncture techniques in the simulation lab. 2) the institutional supports that promote the development of collaborative and multidisciplinary research projects and 3) recommendations for other community colleges interested in developing multidisciplinary research opportunities throughout their engineering and science curriculums.
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Tansey, Lorraine. "Encountering difficult knowledge: Service-learning with Sociology and Political Science undergraduates." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.27.

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Community based learning or service learning is a dynamic pedagogical opportunity for students to engage with their discipline in light of social concerns. This presentation will share the key challenges sociology students and lecturer encounter when working with charities and nonprofits with social justice missions. Students are asked to face what Pitt and Britzman (2003) call “difficult knowledge” in classroom readings and discussions on complicity to poverty and racism. The community engagement experience with local charities allows for a dialogue with the scholarly literature grounded in practical experience. Sociology students are challenged to see the institutional and wider structural inequalities upstream while working in community with a direct service role downstream. Taylor (2013) describes student engagement within this type of teaching tool that is critical of the status quo. Hall et al. (2004) argue that the classroom is best placed to navigate this new terrain whereas student volunteering independently might not facilitate reflection and academic literature. Students with a wide variety of needs engage with communities in different ways and lecturers may need to adjust and demonstrate flexibility to facilitate all learning environments.
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Kazmer, David, John Duffy, Linda Barrington, and Beverly Perna. "Introduction to Engineering Through Service-Learning." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-34491.

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Service-learning (S-L) is the integration of academic subject matter with service to the community in credit-bearing courses. In an engineering context, service-learning provides a project-based experience in which students are presented with real clients and their problems, often of immediate need. This paper reflects on three years of service-learning integrated into a first engineering course with approximately three hundred students per year. The costs and benefits of service-learning to students, faculty, and clients are analyzed through several means including traditional teaching evaluations, blind pre- and post-assessments by students and clients, multi-year institutional data regarding student performance, and others. The results indicate that a majority of students personally believe that the described service-learning project is a valuable experience and should be integrated throughout the engineering curriculum. However, the service-learning experience varied significantly across teams, students, and course offerings.
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Liang, Tao, and Larry J. Leifer. "Learning From Experience of Peers: An Empirical Study of Knowledge Sharing in a Product Design Community." In ASME 2000 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2000. http://dx.doi.org/10.1115/detc2000/dtm-14576.

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Abstract In this paper, we describe usage patterns of a design information database observed from four years of data, and discuss issues of learning through social and technology mediated interactions in a product design community. From the period of 1994 to 1999, an increasing amount of the design information in a project-based course at Stanford University has been captured in electronic format. This design information consists of design notes, drawings, reports, slide presentations, emails, vendor references, and even, in some cases, summaries of phone conversations, meeting minutes, and the like. The large corpus of captured information was made available to the project teams during each academic year on the assumption that one would be able to achieve better performance by building on and learning from experiences of peers. Because the data was all made available over a webserver, we were able to collect information on access to it We have thus had a chance to learn from studying the usage of a large body of captured design information. Preliminary analysis on the first two years of data was reported in DETC conference in 1998 (Liang, Cannon et al. 1998). Results from our current analysis show some interesting patterns of file utilization. Those patterns includes a surprising high ratio of access to process-related files, as opposed to product-related files; a temporal access pattern that closely matches project deliverables and milestones; and, an increased correlation between database usage and team-based performance over time. The results from quantitative data analysis are augmented with qualitative user interviews. When interviewed, all engineers agreed that there could be a lot of benefits from learning from peer experiences. Nevertheless, physical and psychological barriers often prevent one from doing so. Physical barriers include distance, time, and organizational distance. Some psychological barriers include the perceived value of the archived information, and perceived effort of finding useful information. These pragmatic organizational learning issues arise from the fact that the teams were working on diverse projects and are all pressured by time and resources. We hypothesize that these real-world constraints of time and resources prohibited many learning opportunities to occur which would otherwise have been very productive and effective. This tension between learning and working is the backdrop of this learning experiment. We suggest that the patterns reported in this paper will be typical of a small product design consulting firm that has many fast-paced projects running in parallel.
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Gomez, Connie, and Sheema Nasir. "Problem Based Learning: Generating a 3D Educational Brain Model to Engage Undergraduate Engineering Honors Students." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87197.

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Engineering courses offered through the Honors Program allow students to conduct both research and design during their time at a community college, which is extremely valuable due to the limited number of research opportunities when compared to a four-year institution. Additionally, community college engineering courses normally serve students seeking to enter a wide range of engineering disciplines. Therefore, any research or design experience with lasting impact must also encompass a wide range of topics while also fostering communication, teamwork, creativity and life-long learning. This paper describes an engineering graphics honors course that engaged students in the development of a CAD model and prototype of a 3D brain model for use by Anatomy and Physiology students. This project allowed students to engage in the areas of personalized learning, reverse engineering the brain, manufacturing as well a computer-aided design. This paper discusses the development of technical and soft skill competencies through student performance and student perception via questionnaires. Finally, this paper sets forth recommendations for other community colleges interested in developing problem-based learning opportunities throughout their engineering curriculum.
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Reports on the topic "Community-based learning experience"

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Iyer, R., J. P. Shulka, and A. Verma. Community Leave No One Behind: Lessons from a Pilot. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/slh.2021.014.

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In 2020, WSSCC’s India Support Unit (now UNOPS) piloted a new participatory approach called Community Leave No One Behind (CLNOB) to support the Swachh Bharat Mission Grameen (SBM-G) Phase II. The pilot took place in five districts in India (Mirzapur in Uttar Pradesh, Ranchi in Jharkhand, Kamrup in Assam, South 24 Paragnas in West Bengal and Purnea in Bihar). A Prerak (facilitator) was appointed in each district to support this process and work within villages at community level. The Sanitation Learning Hub supported an accompanying learning component of the pilot, facilitating learning sessions between the preraks and the development of a Handbook based on the experience. This learning brief outlines the purpose of CLNOB, the actions generated by the pilot and our reflections of the CLNOB approach. The CLNOB Handbook, a handbook on Community Leave No One Behind, accompanies this Learning Brief. CLNOB was designed to ensure a participatory method to enable sustained access to safely managed sanitation facilities for people who have been ‘left behind’ or left out of the first phase of India’s national sanitation campaign.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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Lessons on literacy training for adolescent girls: Considerations for SWEDD safe spaces. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1001.

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Literacy training for girls and young women can bridge the gap between girls’ low rates of schooling in the Sahel region and their desire for lifelong knowledge and skills. Literacy programs may also help promote community behavioral and attitudinal change by making the benefits of girls’ education visible. Sahel Women’s Empowerment and Demographic Dividend (SWEDD) has increased literacy training for adolescent girls (AGs) to add to the assets they need to improve health outcomes. As a response to the need to strengthen literacy training components in Safe Spaces, practical lessons from evidence-based programming were compiled. These lessons center the learning experience on AGs and emphasize the need for materials that actively engage participants and thus increase the likelihood of their retaining information. As noted in this brief, within Safe Spaces, literacy training curriculum content should be informed by AG subject matter suggestions to increase relevance to the girls’ lives, regardless of the setting (community spaces or schools). Additionally, instructors need dedicated training using simple instructions and evidence-based curricula. Community involvement may help ensure longterm community support for girls’ education.
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