Academic literature on the topic 'Community development – Study and teaching – Guam'
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Journal articles on the topic "Community development – Study and teaching – Guam"
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Jakubowski, Lisa Marie, and Patrick Burman. "Teaching Community Development: A Case Study in Community-Based Learning." Teaching Sociology 32, no. 2 (April 2004): 160–76. http://dx.doi.org/10.1177/0092055x0403200202.
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Leon Guerrero, Rachael T., Neal A. Palafox, Margaret P. Hattori-Uchima, Hali R. Robinett, and Carl-Wilhelm Vogel. "Addressing Cancer Health Disparities in the Pacific Peoples of Hawai‘i, Guam, and the US Associated Pacific Islands Through Pacific-Focused Research Capacity Building." JCO Global Oncology, no. 6 (September 2020): 155–60. http://dx.doi.org/10.1200/go.19.00213.
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Sociocultural, geographic, and biologic factors contribute to cancer health disparities (CHDs) in Indigenous Pacific peoples (IPPs) in Guam, Hawai‘i, and the US Associated Pacific Islands (USAPI). IPPs experience a greater burden of CHDs that are associated with late-stage diagnosis and poor survival outcomes compared with majority populations in the United States. A 16-year partnership between the University of Guam (UOG) and University of Hawai‘i Cancer Center (UHCC) aims to advance health equity in Guam, Hawai‘i, and the USAPI through cancer research, training, and outreach. Investigators at collaborating institutions study issues of regional and cultural relevance in IPPs, including breast, cervical, liver, and oral cancers and use of tobacco and betel nuts (Areca nuts). Junior faculty with IPP ancestry or those who are focused on CHDs in IPPs receive mentorship and career development opportunities, academic fellowships are provided for graduate students, and Pacific Island communities are engaged through a participatory development process. The partnership has generated more than 90 peer-reviewed publications, more than 100 abstracts, and 11 grant awards. Thirty graduate scholars from under-represented minorities have been trained, including two who are now UOG faculty and are conducting independent research, contributing to the partnership, and mentoring scientists of tomorrow. Participatory community engagement has contributed to the passage of significant cancer prevention and control legislation in Hawai‘i, Guam, and Saipan. Research capacity at UOG has increased significantly, and research at UHCC has expanded to address issues unique to IPPs. Graduate students from under-represented minorities are pursuing careers in cancer research. A regional research infrastructure has been established to support team science, and research findings are informing public health policy and planning.
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Jackson, Marilyn Malloy, and Melissa Allen Heath. "Preserving Guam's culture with culturally responsive children's stories." School Psychology International 38, no. 5 (September 25, 2017): 458–72. http://dx.doi.org/10.1177/0143034317719944.
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Regardless of where schools are located, teachers face the challenge of teaching and mentoring children, not only in academic achievement but in social emotional development. When faced with challenges, young children are especially vulnerable because they lack the life experience and developmental maturity to adequately cope. Relying on the lead author's personal experiences in leading Guam's university teacher preparation program and in developing an early childhood education literacy program, this article demonstrates how teachers adapted popular Mother Goose nursery rhymes, tales, and local indigenous stories, making stories relevant to the local culture in Guam. Stories, specifically aligned with local cultures and traditions, are recommended as an intervention strategy to strengthen children's emerging literacy skills and to strengthen children's self-identity and resilience. In particular, offering opportunities for students to see oneself and one's culture in children's literature builds cultural esteem and a sense of community.
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Luthfiyyah, Roghibatul. "Lesson Study as a Platform for Engaging Speaking Lecturers in Doing Teacher Professional Development." Academic Journal Perspective : Education, Language, and Literature 2, no. 2 (November 14, 2018): 244. http://dx.doi.org/10.33603/perspective.v2i2.1627.
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This case study aims at investigating the implementation of Lesson Study at English Education Department of a private university in Indonesia. Particularly, it reveals the activities of lesson study and teachers prolonged engagement in reflection activities. This study provides worthwhile chance for teachers to create a learning community in which they can develop their knowledge as professionals. There were four speaking lecturers, one lecturer as a model and others as participants, who worked collaboratively to formulate learning goals, lesson plan, classroom observation, teaching learning reflection, revision of the lesson for improvement, and re-teaching the revised lesson. The data were collected from the classroom observation, interview, community discussions, and reflection in two cycles. The findings reveal that the activities of Lesson Study facilitate the lecturers in designing proper teaching objectives and materials. Furthermore, it also can be regarded as a platform for teachers to have a learning community in which they can share and develop their teaching qualification.
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Fauroni, R. Lukman, and Mujahid Quraisy. "Pesantren Agility in Community Economic Development." Muqtasid: Jurnal Ekonomi dan Perbankan Syariah 10, no. 2 (December 1, 2019): 155–68. http://dx.doi.org/10.18326/muqtasid.v10i2.155-168.
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Abstract This study aims to elaborate on the pesantren agility viewed from the aspects of sources and its implementation in the community economic development. The research uses the case study method. The research finds that pesantren agility is sourced from the traditional intellectual pesantren, the implemented integration of Islamic teaching and values in social-economic fields. Pesantren agility is the epicenter for the strength of socioeconomic functions, particularly the development of the community’s economy through the transformation and expansion of pesantren institutional services. The pesantren agility has been applied in community economic development according to the economic needs.AbstrakKajian ini bertujuan mengelaborasi agilitas pesantren dari aspek sumber dan implementasinya dalam pengembangan ekonomi komunitas. Metode penelitian menggunakan studi kasus. Ditemukan agilitas pesantren bersumber dari modal intelektual tradisi pesantren dan implementasi integrasi ajaran agama Islam dalam bidang sosial ekonomi. Agilitas pesantren merupakan episentrum bagi kekuatan fungsi sosial ekonomi khususnya dalam pengembangan ekonomi komunitas melalui transformasi perluasan fungsi kelembagaan pesantren. Agilitas pesantren diaplikasikan dalam pemberdayaan ekonomi komunitas sesuai kebutuhan dasar ekonominya.
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Setyoko, Setyoko, Fatchur Rohman, and Hadi Suwono. "Development of Animals Ecology Module for Macrozoobentos Community at Higher Institution." Jurnal Pendidikan Biologi Indonesia 3, no. 1 (March 31, 2017): 80. http://dx.doi.org/10.22219/jpbi.v3i1.3908.
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Development of animal ecology module with a material of macrozoobenthos community in higher education aimed to develop teaching materials based on the needs of students of Biology Education. The study was conducted from January to March 2014. This research is a development research of module material. Module development is based on study results at the stage of Structure of Macrozoobenthos Community in the Mangrove area of Bukit Batu Beach of Bengkalis Regency. Research and development of animal ecology module are conducted by following 4D model steps. The results of module material development of macrozoobenthos community are used as teaching materials of animal ecology at Biology Education Dept., FTTE- Islamic University of Riau. Results of animal ecology module development obtained was based on expert validation of animal ecology material expert, teaching material, and field practitioners which amounted to 92.59%, 94.86%, and 92.4%, respectively with qualification of excellent and unnecessary to be revised. A test result of small group which was conducted by 30 respondents of students of Biology education, FTTE- Islamic University of Riau amounted to 78.4% with qualification of good and unnecessary to be revised. Module of animal ecology can be used as proper teaching materials by Biology Education student.
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Ekpenyong, Essien Essien, Wali Ruth C., Imaobong Marcus Akpan, and Edward I. Ajang. "Community Resources for the Development of Social Studies Curriculum in Nigeria." Journal of Social Sciences Research, no. 64 (April 25, 2020): 452–58. http://dx.doi.org/10.32861/jssr.64.452.458.
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The practice of any school curriculum entails the embracing of every available resource that can enhance teaching and learning effectively. Social Studies Education by its nature of having contact with the physical, social and economic environment stands a better opportunity of tapping into the resources found around schools and their immediate communities. Be that as it may, it has been observed that this quest has not been fully actualized by those concerned thereby, contributing to the failure of meeting set goals in this area of study. This study however, takes a look at the role of community resources in teaching and learning and the underlying challenges in the effective application of these community resources in the development of Social Studies curriculum. For a better description of how these community resources can enhance effective understanding of Social Studies curriculum content, the work also gives illustrations on how these community resources can be incorporated in the teaching and learning of Social Studies concepts.
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Heinrich, Eva. "Towards using relevant collegial contexts for academic development." Active Learning in Higher Education 15, no. 3 (August 21, 2014): 215–30. http://dx.doi.org/10.1177/1469787414544873.
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Many academic development initiatives build on community-based approaches, such as communities of practice or learning communities. While these initiatives are largely successful for the individual academics involved, low participation rates prevent wide-reaching impact on learning about teaching. The research discussed in this article aims at reaching larger numbers of academics. It proposes to investigate ‘teaching groups’, which are defined as the already existing collegial contexts around academics based on shared teaching responsibilities. The teaching groups of focus group participants from a New Zealand university are identified; structure, interactions and atmosphere within these groups are explored. The research derives a scale of desirability for teaching groups, reaching from functioning to tight-knit groups. This scale is applied to the groups of study participants and reveals wide scope for improvement towards the development of stronger community characteristics. Future research into understanding why teaching groups show certain characteristics is recommended.
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Mahpudin and Yuyu Yuliati. "Development Of Math Material Mathematics Based On Local Culture Of Cirebon Community." Jurnal Sekolah Dasar 4, no. 1 (December 31, 2019): 50–56. http://dx.doi.org/10.36805/jurnalsekolahdasar.v4i1.760.
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In accordance with the level of his age, learning mathematics in elementary schools should start from a concrete concept first before students are brought to the concept in the form of abstract mathematical symbols. Local culture of the community becomes a real part that is faced by students in their daily lives. So the use of local culture as a mathematics learning content can lead students to a concrete mathematics learning experience. This paper tries to explain the results of research focusing on the development of local culture-based mathematics teaching materials in the Cirebon community. The purpose of this study was to produce mathematics materials based on the local culture of Cirebon society. Teaching material developed meets valid and effective criteria. the type of research used is development research with ADDIE (Analysis, Design, Development, Implementation, Evaluation) procedures. The results of this study indicate an increase in students' mathematical understanding after learning is applied by using local culture-based mathematics teaching materials in the Cirebon community. The increase in the average value of students 'mathematical understanding abilities is from 41 to 71. Thus, the use of local culture-based mathematics teaching materials in Cirebon society can improve students' mathematical understanding abilities.
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Mahpudin and Yuyu Yuliati. "Development Of Math Material Mathematics Based On Local Culture Of Cirebon Community." Jurnal Sekolah Dasar 4, no. 1 (December 31, 2019): 50–56. http://dx.doi.org/10.36805/jurnalsekolahdasar.v4i1.872.
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In accordance with the level of his age, learning mathematics in elementary schools should start from a concrete concept first before students are brought to the concept in the form of abstract mathematical symbols. Local culture of the community becomes a real part that is faced by students in their daily lives. So the use of local culture as a mathematics learning content can lead students to a concrete mathematics learning experience. This paper tries to explain the results of research focusing on the development of local culture-based mathematics teaching materials in the Cirebon community. The purpose of this study was to produce mathematics materials based on the local culture of Cirebon society. Teaching material developed meets valid and effective criteria. the type of research used is development research with ADDIE (Analysis, Design, Development, Implementation, Evaluation) procedures. The results of this study indicate an increase in students' mathematical understanding after learning is applied by using local culture-based mathematics teaching materials in the Cirebon community. The increase in the average value of students 'mathematical understanding abilities is from 41 to 71. Thus, the use of local culture-based mathematics teaching materials in Cirebon society can improve students' mathematical understanding abilities.
Dissertations / Theses on the topic "Community development – Study and teaching – Guam"
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MacDonald, Ann. "The impact of the B.C. enterprise development centres on local economic development." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26871.
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The thesis identifies several characteristics intrinsic to a process of local economic development. Intended as a proactive
and endogenous process, local economic development seeks to reduce a region's reliance on exported primary resources and external economies. Strategies intended to encourage the process frequently address two factors: how capital leakages can be decreased and how the value of exports can be increased.
The thesis addresses two variables in local economic development. One is the role of entrepreneurship. Entrepreneurial ventures facilitate new technologies and services, provide competition to existing companies and create new jobs which are locally based and owner-operated.
A second variable is the twofold role played by education and the colleges in particular in facilitating the establishment of an environment which is conducive to entrepreneurship. As learning institutions, the colleges have an important role to play in the promotion of attitudes and values required to encourage entrepreneurial ventures. A second role is to identify and address regional economic development opportunities.
Informational barriers, in the form of poor access to business educational services, restrict the numbers of entrepreneurial ventures in the province and contribute to high numbers of business failures. A college-based enterprise development centre is introduced in the thesis as a novel way to overcome these barriers and address the needs of the entrepreneur and the small business owner/operator. In their association with the colleges, these centres could also serve to promote attitudes and values which make entrepreneurship and self-employment a feasible option in the minds of college students.
The thesis identifies three particular objectives for a college-based enterprise development centre: to deliver highly responsive and flexible educational services to the small business sector; to establish a close and interactive relationship between the college and the small business sector in order to encourage experiential learning and enhanced levels of entrepreneurship among the students, and to identify and facilitate the training for local economic development opportunities.
These objectives are contained in a model EDC which is used as a yardstick to evaluate eight enterprise development centres established by the colleges in B.C. via the Local Economic Development and Renewal Fund (LERD). Four particular areas of interest constitute the basis of the evaluation: the extent to which the centres are engaged in a process which contributes to local economic development and the creation of new wealth; the flexible delivery of educational services to the small business sector; the promotion of entrepreneurship; and the integration of the centres with their respective colleges.
The most dominant impact of the B.C. enterprise development centres appears to be in the delivery of educational services to the small business sector. The centres provide one-to-one counselling and business services in a way which is flexible and responsive to the needs of the small business sector. They are also actively promoting entrepreneurship in that they have helped to establish support and professional networks for new entrepreneurs. Two primary weaknesses of the existing B.C. structure are the reactive nature of the centres' activities and their weak and poorly integrated links to the colleges.
Two overall conclusions are drawn. One, as few regional policies appear to be in place to encourage the formulation of a regional strategy, the thesis concludes that the LERD fund is not reflective of renewed support for regional planning and development in the province. Also, there is little evidence to suggest that a decentralization effort intended to create more local autonomy and control over the colleges is occurring. A second conclusion is that the colleges are not being restructured in order that they may become more pro-actively involved in a process of local economic development.Applied Science, Faculty of
Community and Regional Planning (SCARP), School of
Graduate
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Markel, Sherry Lee. "Acquiring practical knowledge: A study of development through observations of student teaching practice and dialogues of community." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187313.
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This study focuses on the development of practical knowledge during student teaching. Five student teachers participated in a seminar setting with the researcher. Dialogues of experiences and concerns were generated within the seminars in an open forum format. The transcripted dialogues from this small community of learners were combined with fieldnotes from classroom observations and interviews with the student teachers throughout the semester long placement. Growth in practical knowledge was observed using four indicators of change to analyze the seminar transcripts as well as evidences of enactment by observation with the classrooms. Changes in the following areas were observed: perceptions, regarded actions, perspectives, and implied metaphors. Findings revealed that practical knowledge is an integrated enactment of personal biography with formal knowledge and opportunities for learning provided by the student teaching experience. All student teachers showed some change. However, the student teacher who had the most opportunity to enact her beliefs and her developing sense of pedagogical content knowledge showed the highest level of self-conscious awareness of issues and concerns of teaching. This student teacher evidenced the most growth of practical knowledge as she integrated her growing skills with her beliefs. The study serves as partial evidence of the need to consider what factors in student teaching placements and supervision encourage or inhibit reflective practice and the development of practical knowledge.
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Jefferay, Charlotte Ruth. "The design, implementation and evaluation of an English language development component within a Grahamstown community project." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1002633.
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The Grahamstown Tertiary Education Bridging Project (GRATEP) was formed in 1991 by a group of post-matriculants from Grahamstown who had not been accepted into any tertiary institution for 1991. The overall aim of GRATEP was to prepare these students for tertiary education. The Academic Skills Programme at Rhodes University offered a programme in English Language Development. The present study aimed to research the design, implementation and evaluation of the GRATEP English Language Development programme which was implemented from May through to October 1991. A multimethod approach has been used to assess the progress made by the students in terms of developing communicative competence in English and to evaluate the course itself. The data included writing samples, questionnaires, exercises in hierarchical organization, a clozetest, comments made by the students and the participant observers. The programme appeared to have been most effective in terms of building confidence, developing academic skills and encouraging the students to take greater responsibility for their own learning. Statistical comparisons of the first and final writing samples revealed no overall significant improvement in communicative competence in English. However, comparisons of the scores in the categories and sub-categories of communicative competence revealed that students had improved in their ability to structure and organize their writing. The research raised questions about the design, implementation and assessment of non-formal language courses of this kind and made suggestions for improvement and further research.
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Anderson, Erin Lorene. "Developing Key Sustainability Competencies through Real-World Learning Experiences: Evaluating Community Environmental Services." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2316.
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This study focuses on sustainability in higher education and the competencies essential to address sustainability issues. Because sustainability issues are complex, "wicked", and dynamic, sustainability education programs need to reflect the interdisciplinary and collaborative nature of the field. Graduates who are competent in sustainability research and problem solving will have the knowledge, skills, and attitude necessary to analyze a sustainability problem systemically and comprehensively, then will construct and implement interventions to reach optimal sustainability solutions. To prepare graduates, sustainability education programs should facilitate the development of key sustainability competencies (Wiek, Withycombe, & Redman, 2011). Such programs provide an interdisciplinary approach that incorporates real-world sustainability issues through a combination of formal (guided by curriculum) and informal (not guided by curriculum) learning environments.
This study examines Community Environmental Services (CES), a research and service unit at Portland State University (PSU) that has been providing students informal learning opportunities connected to real-world projects. CES projects provide students opportunities to work with community partners addressing waste, recycling, and materials management issues. The intent of this research is to determine if CES provides students real-world learning opportunities not provided in traditional academic programs that facilitate the development of sustainability competencies, and positively influence students' employment opportunities post-graduation.
The findings from this research suggest that CES alumni believed they were proficient in each of the key sustainability competencies, which were developed equally through their experiences working at CES and their academic program. This study also found that CES alumni felt their experiences working at CES- including the development of professional skills and building a professional network- had more of an impact on future employment and career opportunities than their academic degree or other sources. The findings and insights from this research provide a model for sustainability education that can be replicated by other universities. A combination of formal sustainability curriculum integrated across campus, and informal real-world learning opportunities help facilitate student development of key sustainability competencies.
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Hinkle, Jennifer. "Injection Wells in Rural Ohio: A School Community Study." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1628013227130392.
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Chang, Yan Margaret, and 章茵. "A study of political literacy of women group members in community development service in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31977273.
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Ni, Lijun. "Building professional identity as computer science teachers: supporting high school computer science teachers through reflection and community building." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/42870.
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Computing education requires qualified computing teachers. The reality is that too few high schools in the U.S. have computing/computer science teachers with formal computer science (CS) training, and many schools do not have CS teacher at all. Moreover, teacher retention rate is often low. Beginning teacher attrition rate is particularly high in secondary education. Therefore, in addition to the need for preparing new CS teachers, we also need to support those teachers we have recruited and trained to become better teachers and continue teaching CS. Teacher education literature, especially teacher identity theory, suggests that a strong sense of teacher identity is a major indicator or feature of committed, qualified teachers. However, under the current educational system in the U.S., it could be challenging to establish teacher identity for high school (HS) CS teachers, e.g., due to a lack of teacher certification for CS.
This thesis work centers upon understanding the sense of identity HS CS teachers hold and exploring ways of supporting their identity development through a professional development program: the Disciplinary Commons for Computing Educators (DCCE). DCCE has a major focus on promoting reflection on teaching practice and community building. With scaffolded activities such as course portfolio creation, peer review and peer observation among a group of HS CS teachers, it offers opportunities for CS teachers to explicitly reflect on and narrate their teaching, which is a central process of identity building through their participation within the community.
In this thesis research, I explore the development of CS teacher identity through professional development programs. I first conducted an interview study with local HS CS teachers to understand their sense of identity and factors influencing their identity formation. I designed and enacted the professional program (DCCE) and conducted case studies with DCCE participants to understand how their participation in DCCE supported their identity development as a CS teacher.
Overall,I found that these CS teachers held different teacher identities with varied features related to their motivation and commitment in teaching CS. I identified four concrete factors that contributed to these teachers' sense of professional identity as a CS teacher. I addressed some of these issues for CS teachers' identity development (especially the issue of lacking community) through offering professional development opportunities with a major focus on teacher reflection and community building. Results from this work indicate a potential model of supporting CS identity development, mapping the characteristics of the professional development program with particular facets of CS teacher identity.
This work offers further understanding of the unique challenges that current CS teachers are facing in their CS teaching, as well as the challenges of preparing and supporting CS teachers. My findings also suggest guidelines for teacher education and professional development program design and implementation for building committed, qualified CS teachers in ways that promote the development of CS teacher identity.
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Bleiler, Sarah K. "Team-Teaching Experiences of a Mathematician and a Mathematics Teacher Educator: An Interpretative Phenomenological Case Study." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/3980.
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In recent years, experts and organizations involved in mathematics education have emphasized the importance of collaboration between mathematicians and mathematics teacher educators as a means of improving the professional preparation of mathematics teachers. While several such collaborative endeavors have been documented in the extant literature, most research reports have focused on the products, rather than the process, of collaboration. The purpose of this interpretative phenomenological case study is to gain an understanding of the lived experiences of a mathematician and a mathematics teacher educator as they engaged in a team-teaching collaboration within the context of prospective secondary mathematics teacher preparation. Participants in this study are a mathematician (Dejan) and a mathematics teacher educator (Angela) who worked together to plan, implement, and assess prospective secondary mathematics teachers enrolled in a mathematics content course (Geometry) and a mathematics methods course (Teaching Senior High School Mathematics).
I employed interpretative phenomenological analysis (Smith, Flowers, & Larkin, 2009) as the methodological framework. Consequently, I attempted to make sense of Dejan and Angela's experiences as they engaged in active reflection on those experiences. I also utilized the situated learning perspective (Lave and Wenger, 1991; Wenger, 1998) as a theoretical lens to guide the design and interpretation of this study. I assumed that learning, meaning, and understanding are situated in communities of practice, and therefore, to understand the meaning-making of Dejan and Angela during their team-teaching experiences, I paid particular attention to their understandings and identities as members of their respective communities of practice in mathematics and mathematics education.
The themes that emerged from my analysis illustrate (a) how crossing community boundaries led to Dejan and Angela's increased awareness of their practice, (b) the roles of coach and student taken on by Angela and Dejan throughout the collaboration in an effort to increase Dejan's awareness of the needs of PSMTs, and (c) the influence of mutuality as a driving force in the instructors' collaborative experiences. In using the situated learning perspective as an interpretive lens to describe and explain Dejan and Angela's meaning-making throughout their collaboration, I demonstrate (a) the importance of the dual processes of participation and reification to facilitate learning and meaning between instructors, (b) the ways in which a lack of shared history can hinder communication between collaborators, (c) the influence of a community's "regime of mutual accountability" on collaborators' decision making and interactions, and (d) the value and complexities of brokering and crossing boundaries.
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Deignan, Ryan P. "K-12 music teacher-to-teacher collaboration in Iowa : an exploratory pilot study." Thesis, University of Iowa, 2017. https://ir.uiowa.edu/etd/5928.
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The purpose of this study was to measure the quantity, quality, and types of collaboration amongst K-12 music teachers in the state of Iowa. Survey responses (N = 97) were analyzed and grouped according to teacher characteristics. This sample of music educators reported the least collaboration on post-instruction, evaluative activity, such as reviewing assessments, data collection and analysis, and peer-observation. Respondents rated other parts of the collaborative process, such as group dialogue, decision-making, and action-taking, more highly. Teachers with a higher level of education reported more collaboration than less educated counterparts, while band teachers reported lower levels of collaboration quality compared to their choral and general music peers. Respondents also indicated that collaboration tends to increase with job continuity, but declines somewhat after teachers reach 25 years in the same school. Middle school teachers indicated the highest levels of collaboration, while K-12 teachers reported the lowest. Further, those teaching in larger schools recorded higher levels of collaboration than their smaller school colleagues. These results suggest that this group of K-12 music teachers in Iowa engage in moderate levels of collaborative activity overall and moderate to low levels of evaluative activity. Demographic results also reveal strengths and weaknesses of various subgroups’ collaborative habits. Researchers have found that high quality teacher collaboration improves teaching and learning outcomes. These results have implications for administrators providing professional development, preservice teacher educators, professional organizations, and current practitioners in the field who desire to implement more and higher quality collaboration for the purpose of instructional improvement.
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Stokamer, Stephanie Taylor. "Pedagogical Catalysts of Civic Competence: The Development of a Critical Epistemological Model for Community-Based Learning." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/40.
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Civic competence is critical to the successful functioning of pluralistic democracies. Developing the knowledge, skills, and motivations for effective democratic participation is a national and global imperative that many higher education institutions have embraced through the teaching strategies of community-based learning and service-learning. Yet, scant research literature has focused on the relationship between pedagogical approaches and civic competence outcomes. This five-year longitudinal study of 11,000 students in 700 senior-level capstone courses at an urban research university empirically tested a new theoretically constructed model of civic competence development in order to identify epistemological and pedagogical elements that enhance civic competence. Eight epistemological domains embedded within four components of civic competence (knowledge, skills, attitudes, and actions) were analyzed utilizing item and factor analysis. The model was extremely robust (r = .917) for civic competence development and indicated strong effect size for multiple pedagogical elements of course design, teaching strategies, and integration of community service. Significantly, the greatest effect for developing civic competence is pedagogical incorporation of diversity and social justice issues. Thus, the Critical Pedagogy Model of Civic Competence offers faculty a heuristic taxonomy of teaching and learning strategies to utilize diversity of thought and interaction in community-based learning as a catalyst for transforming students into competent democratic participants.
Books on the topic "Community development – Study and teaching – Guam"
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(South)), APO Seminar on Training Method for Integrated Local Community Development (1998 Korea. Training methods for community development. Tokyo: Asian Productivity Organization, 2002.
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The ESL classroom: Teaching, critical practice, and community development. Toronto: University of Toronto Press, 1998.
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Vella, Jane Kathryn. Learning to teach: Training of trainers for community development. Westport, CT: Save the Children, 1989.
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Organization, Food and Agriculture. Training for agriculture and rural development. Rome: Food and Agriculture Organisation, 1985.
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James, Jennings. Theory, praxis, and community service--cornerstones of Black studies. Boston: William Monroe Trotter Institute, University of Massachusetts at Boston, 1993.
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Watland, Mary E. Kelso--past to present: A teaching unit on community development for third grade. [Pullman]: Dept. of Elementary and Secondary Education, Washington State University, 1988.
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Mid-Career Development: Research Perspectives on a Developmental Community for Senior Administrators. London, England: Routledge, 2003.
Find full textBook chapters on the topic "Community development – Study and teaching – Guam"
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Freidus, Helen, and Mary Welsh Kruger. "Building Community and Capacity: Self-Study and the Development of Social Constructivist Online Teaching." In Being Self-Study Researchers in a Digital World, 103–16. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39478-7_8.
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Deaconu, Stefan Marius, Roland Olah, and Cezar Mihai Haj. "Assessing Students’ Perspective on Teaching and Learning. The Case of National Students’ Surveys." In European Higher Education Area: Challenges for a New Decade, 341–57. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_22.
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Abstract In the last decade, the Bologna Process has underlined many times the need for Student-Centred Learning (SCL), Innovation in Learning and Teaching, providing support to learners and removing obstacles that students face in order to fulfil their potential. As SCL is still at the core of the Bologna Process, the instruments which are meant to record the students’ perspective are very important. However, we consider that there is a deficit regarding the needed research that would lead to efficient ways of delivering positive outcomes for the entire academic community. In that sense, this paper will focus on how national student surveys have been developed in several countries, as there are some reasons to consider this instrument as one of the most efficient, especially in consolidating and developing learning and teaching. The paper will take into consideration three examples from the European Higher Education Area: the National Student Survey (United Kingdom), Studiebarometeret (Norway) and the National Sociological Research about Students’ Satisfaction (Romania) and will approach aspects such as the structures and stakeholders which are involved in developing and coordinating the process, the subjects tackled by these questionnaires, why and how they were selected. Our study provides an insight regarding the usefulness of a national student survey for the future development of European Higher Education Area. It also shows the potential relevance of these questionnaires for the Bologna Process. The paper will also present how these instruments have evolved across time and how they were received by the public opinion. We will draw a set of conclusions starting from examined good practices and the literature review. As a result of this paper, we consider that a national students’ survey represents one of the most useful tools for HE stakeholders in order to assess the quality of learning and teaching.
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Lewis, Trish, Letitia Hochstrasser Fickel, Glynne Mackey, and Des Breeze. "Informing Teaching Through Community Engagement." In Early Childhood Development, 1225–45. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch061.
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Preservice teacher education programs prepare teachers for a variety of educational settings that serve a diverse range of children. Research suggests that many graduates lack confidence and the capability to teach those from backgrounds different from their own, including children from different cultural and linguistic backgrounds, those from lower socioeconomic backgrounds, and children with additional learning needs. In the bicultural, and increasingly multicultural, New Zealand context, preservice teachers are overwhelmingly from White, middle-class, monolingual backgrounds. This chapter offers a case study of the development of a community engagement course within an initial teacher education degree program. Based on Kolb's model of experiential learning and Moll's notions of funds of knowledge and identity, the course aims to enhance preservice teachers' knowledge of the lives of children they teach, and their dispositions and cultural competence for teaching, through personal and professional interaction with the community.
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Lewis, Trish, Letitia Hochstrasser Fickel, Glynne Mackey, and Des Breeze. "Informing Teaching Through Community Engagement." In Handbook of Research on Service-Learning Initiatives in Teacher Education Programs, 278–98. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4041-0.ch015.
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Preservice teacher education programs prepare teachers for a variety of educational settings that serve a diverse range of children. Research suggests that many graduates lack confidence and the capability to teach those from backgrounds different from their own, including children from different cultural and linguistic backgrounds, those from lower socioeconomic backgrounds, and children with additional learning needs. In the bicultural, and increasingly multicultural, New Zealand context, preservice teachers are overwhelmingly from White, middle-class, monolingual backgrounds. This chapter offers a case study of the development of a community engagement course within an initial teacher education degree program. Based on Kolb's model of experiential learning and Moll's notions of funds of knowledge and identity, the course aims to enhance preservice teachers' knowledge of the lives of children they teach, and their dispositions and cultural competence for teaching, through personal and professional interaction with the community.
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Meletiou-Mavrotheris, Maria. "Online Communities of Practice as Vehicles for Teacher Professional Development." In Teaching Mathematics Online, 142–66. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-875-0.ch007.
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The affordances offered by modern Internet technologies provide new opportunities for the pre-service and in-service training of teachers, making it possible to overcome the restrictions of shrinking resources and geographical locations and to offer high quality learning experiences to geographically dispersed teachers. The focus of this chapter is the question of how information and communication tools made available online could be effectively exploited to build and study network-based services with the aim of fostering online communities that promote teacher learning and development. The chapter presents an overview of the main experiences gained from a study which investigated the forms of collaboration and shared knowledge building undertaken by a multinational group of teachers participating in EarlyStatistics, an online professional development in statistics education targeting European elementary and middle school mathematics teachers. Findings from the study provide insights into the factors that may facilitate or hinder the successful implementation of an online community of teaching practitioners.
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Jordaan, Martina, and Dolf Jordaan. "The Role of Community Partners in the Development of Students’ Social Responsibility – Insights from a South African Case Study." In Innovations in Higher Education Teaching and Learning, 75–88. Emerald Publishing Limited, 2020. http://dx.doi.org/10.1108/s2055-364120200000023006.
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Zhou, Yi. "Chinese Higher Vocational Education Development and Reform." In Global Adaptations of Community College Infrastructure, 80–93. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5861-3.ch006.
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Education researchers have examined whether innovative education and training initiatives might assist in promoting a nation's economic growth. A focus upon Chinese higher vocational education (CHVE) offers an opportunity to study these factors, as CHVE plays an important role in China's educational, economic, and social development. The role of CHVE is to contribute a skilled workforce to the knowledge economy; however, it faces challenges from cultural traditions, teaching/curriculum, and funding issues. The question of how CHVE might better serve social and economic development is of concern to both the nation and government because it is associated with the nation's future economic reform. Through analysis of government policy, the author discusses the development of CHVE as having four major stages with different policy emphases. The new policy reform addresses movement towards optimization of teaching/curriculum, development of decentralization/localization, improvement of industry cooperation, and enhancement of internationalization.
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Hunt, Lynne, and Michael Sankey. "Getting the Context Right for Quality Teaching and Learning." In Professional Development and Workplace Learning, 220–34. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch015.
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This is the story of top-down, middle-out, and bottom-up change to promote learning and teaching at a regional university in Australia. The case study documents a whole-of-university change process designed to get the context right to enhance university learning and teaching. It describes the baseline for action, the planning processes, and implementation strategies that adapted a project management approach. The chapter explores contestable issues associated with centralised university change processes versus devolved, faculty initiatives, and it shows how these might be combined. It also outlines the guiding principles of the change process, which was informed by a concern to develop coherent student learning journeys, cross-institutional planning, and a community development approach to engage the hearts and minds of staff. It also featured a systems approach designed to make it difficult for staff to get things wrong.
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Lonie, Jean P., Mark A. Brennan, and Theodore R. Alter. "Perceived Public Value, Community Building, and Sustainable Leadership Development in Agriculture: A Case Study of Capacity Building through the Nuffield International Farming Scholars Program." In Innovations in Higher Education Teaching and Learning, 83–99. Emerald Publishing Limited, 2020. http://dx.doi.org/10.1108/s2055-364120200000022006.
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Söderström, Tor. "Teaching Online." In Ethical Technology Use, Policy, and Reactions in Educational Settings, 243–55. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1882-4.ch020.
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This article examines adult online education by investigating the complex relationship between technology and community. The aim was to explore online teaching in relation to the handbook dilemma teachers meet in their teacher profession by focusing on participation and sharing opportunities. This study analysed several handbooks that aim to help teachers design and implement online education. The advice in the handbooks was contrasted against two empirical cases. Specifically, the study examined how two cases – online adult education courses and special needs teacher training courses – implemented online education with respect to participation and sharing. The analysis suggests that pedagogy is the crucial point and a planned pedagogy is absolutely necessary for designing and implementing effective online education, education that encourages participation and sharing. The findings showed that some handbooks offer meaningful guidance regarding the development of online education, but other publications were not helpful which creates a dilemma for teachers.
Conference papers on the topic "Community development – Study and teaching – Guam"
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Darmawati, Besse, Asfah Rahman, Abdul Halim, and Muhammad Basri. "Teaching English Through Literature-Based Instruction: An Integrated Study of Language and Literature." In International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.031.
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Cranfield, Desireé Joy, and David Gurteen. "TEACHING INNOVATION, CONVERSATIONS, COMMUNITY OF PRACTICE: USING KNOWLEDGE CAFE'S TO SHARE TEACHING BEST PRACTICE WITHIN HIGHER EDUCATION, A CASE STUDY." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2390.
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Susetyarini, Eko, Ainur Rofieq, Roimil Latifa, Cantia, and Sri Wulan. "Lesson Study for Learning Community in Teaching Human Body Skeleton Material in Muhammadiyah 8 Junior High School Batu." In Proceedings of the 6th International Conference on Community Development (ICCD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccd-19.2019.123.
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Skinner, Amy, and John Peters. "The Development of a Community of Inquiry in a Synchronous Online Course: A Study of the Relationship of Type of Teaching and Learning to Social, Cognitive, and Teaching Presence." In 2nd Annual International Conference on Education and e-Learning. Global Science Technology Forum, 2012. http://dx.doi.org/10.5176/2251-1814_eel12.97.
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Silaban, Putri, Joko Suharianto, and Dede Ruslan. "The Effect of Blended Learning based on Edmodo Application to the College Students’ Learning Outcome (Case Study: The Development of Macroeconomics Teaching Material of Small Group Test Phase)." In The 3rd International Conference Community Research and Service Engagements, IC2RSE 2019, 4th December 2019, North Sumatra, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.4-12-2019.2293812.
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da Silva Ferreira, Francine, Teresa Claudina de Oliveira Cunha, and Juliana Pessanha Falcão. "UniversityNeighborhood: an analysis of extension activities developed in the Tamarindo Community." In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212445.
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The development ofthis work is based on the tripod: local and regional context; emphasis on academic and curricular mobility, which enables the integration of theory-practice, teaching-research-extension, achieving the necessary integration and synergy between the university and the community; and in the institutional commitmentand identity, promoting the construction of a strong institutional identity, with the clarity of its mission and the involvement of all institutional agents for the establishment of an organizational structure that acts in an organic and effective way. The mainobjective of this study and investigation will be to discuss the contribution of the social project of university extension “Universidade Bairro” (Neighborhood University) developed by ISECENSA in TamarindoCommunity, located in Campos dos Goytacazes, RJ, for the academic and professional trainingof students. The locusof the research will be the Tamarindo Community, located in the urban area of Campos dos Goytacazes, RJ. The population will be students enrolled in higher education courses at ISECENSA(2021/2022) who work in the development of extension actions and community residents.As for the approach to the problem, the study and investigation will have a qualitative approach. For data collection, multiple data sources will be used: bibliographic research, participatory observation, interviews and questionnaires.What is expected from this project is a reflection on the importance of socio-academic work for academic training, developing them, encouraging them, leading them to systematize and socialize reflections on practice in the various fields of activity.As well as contributing to the establishment of an Extension Policy for ISECENSA and to subsidizing the academic and institutional actions developed with the Tamarindo Community.
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Zeng, Min Qian (Michelle), Hailan Chen, Anil Shrestha, Chris Crowley, Emma Ng, and Guangyu Wang. "International Collaboration on a Sustainable Forestry Management OER Online Program – A Case Study." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11242.
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Over time, forest education has had to adapt to keep up with global changes and to accomodate the needs of students and society. While facing pressing global issues like climate change, deforestation, illegal logging and food security, the role of higher forest education has shifted away from traditional teaching approaches and practices to methods that emphasize sustainable development, community-based management and environmental conservation in forestry. In doing so, forest education has cultivated human expertise that understands the complexity of ever-changing environments, masters state of the art technologies to manage fores and natural resources, and is capable of creating, communicating and implementing related policies in global communities and societies. In this context, educational technology and online lerning enable flexible, accessible, effective, and high-quality forest education. A case study of a Sustainable Forest Management Online program led by the Faculty of Forestry, University of British Columbia (UBC) shows that appropriately integrating educational technologies into an interntionally developed and recognized high quality curriculum is an effective way to create accessible and affordable forest education in meeting the demand of evolving societal and environmental conditions.Keywords: forest education; educational technology; international collaboration, open educational resources
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"Identifying Barriers to Integration of Technology into Traditional Approach of Teaching: A Case Study of Mathematics Teachers in Former Transkei in the Eastern Cape." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4045.
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Aim/Purpose: [The full paper was previously published in the International Journal of Community Development & Management Studies, 1, 39-47. Available at http://ijcdms.org/Volume01/v1p063-071Fosu3785.pdf] The main aim of the study is to identify some of the barriers to the integration of technology into the teaching of mathematics in high schools. Background: Writing on chalkboards as a method of transferring knowledge is a key feature of traditional approach to teaching may have been successful in the past, but the minds of the current generation vary from those of the previous generation. Today’s students are immersed in technology. They are much more up-to-date on the latest technology and gadgets. Technology has certainly changed how students access and integrate information, so it plausible that technology has also changed the way students thinks. Growing up with cutting-edge technologies has left them thinking differently than students of past generations. This call for new innovative approaches to teaching that will cater to the students of today. Of course it is not wise to discard the traditional way of teaching that the past teachers have painstakingly created because of its past and some current success. This is why it is recommended to use this approach as a base for the new ones. Thus, if there is a way to transfer the advantages of this approach of teaching to new innovative approach then teachers should do everything in their power to merge the past and the present into one innovative teaching approach. Methodology: Purposeful sampling was used to survey a total of 116 high school mathematics teachers in the former Transkei Homelands. But only 97 questionnaires were deemed usable because of the way they have answered the questions. Microsoft excel was used in the descriptive statistics Contribution: To identify some barriers that need to be addressed by stakeholders, policy makers in high school education so that high school mathematics teachers will be able to integrate technology into their classroom teaching to meet today students’ learning needs. Findings: The results indicated that the participating teachers need to be trained and supported in the use of the new technologies applicable to teaching mathematics. Recommendations for Practitioners: The Eastern Cape department of education needs to consider the lacked of technology training as a barrier to the integration of technology into the teaching of mathematics and take necessary steps to address it. Recommendation for Researchers: There is the need to explore in depth whether the factors of gender and age also act as barriers. Impact on Society: The research will assist stakeholders, policy makers of high school education to identify the needs of mathematics teachers. That is to say, the skill sets, experience and expertise, as well as teaching equipment and classroom design and environment required by mathematics teachers. Future Research: More work needs to be done to check whether gender, age of the teachers have some effects on their attitude towards technology integration as well as evaluate the role played by choice of teaching methodology and teaching objectives.
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Shapovalov, V. К., I. F. Igropulo, M. M. Аrutyunyan, and E. V. Khokhoeva. "Psychological and pedagogical features of development of nonformal social-entrepreneural education in the north caucasus." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.708.723.
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The current situation in the North Caucasus is characterized by a high level of social tension, the severity of socio-economic problems, the solution of which is possible on the basis of the potential of social entrepreneurship. The lack of a scientifically based methodological and theoretical basis for teaching social entrepreneurship in the system of non-formal education is a constraining factor in the rapid, holistic development of social entrepreneurship in the republics of the North Caucasus. The aim of the study is to analyze the content-structural and technological features of informal social and entrepreneurial education. The research methodology is based on the application of the basic ideas of system-activity, ecosystem, axiological, andragogical and competency-based approaches. When solving research problems, methods of a comparative analysis of scientific literature on the problem of social entrepreneurship, entrepreneurial education, methods of comparing and summarizing scientific and theoretical results and empirical information were used. The analysis of the experience in the region allowed the authors to identify and present the characteristics of the psychological and pedagogical features of informal social and entrepreneurial education in the North Caucasus: – strategic orientation of non-formal social and entrepreneurial education on advancing social transformations in the region; institutionalization of the system of social and cultural norms that promote the development and support of social entrepreneurship as a factor in youth self-employment, its involvement in innovative socio-educational practices; – axiological potential of non-formal social and entrepreneurial education: the formation of students’ sustained interest in socially oriented entrepreneurial activity; systematic development of their entrepreneurial competencies; – openness of non-formal social and entrepreneurial education: strengthening the relationship of subjects of social and entrepreneurial education in the regions with the external sociocultural environment, actively involving existing social entrepreneurs in the development of the local entrepreneurial community based on the values of the public good, taking into account dynamic social changes in a wide regional and global context. An analysis of the results allows us to conclude that the development of nonformal social and entrepreneurial education involves the widespread use of interactive educational technologies in the formation of applied entrepreneurial competencies of students, the establishment of a new style of interaction of social entrepreneurs based on trust, resource sharing, value-semantic coordination of ideas and approaches to innovative development of the republics North Caucasus.
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"Exploring the Development of a Framework for Informal E-mentoring of Online Health Education Students: A Formative Evaluation [Research in Progress]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4156.
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Aim/Purpose: The purpose of this pilot case study is to provide details on developing a framework for e-mentoring graduate level online health education students as an added component of an online health education course. Background: E-mentoring gives faculty the opportunity to share professional knowledge with students and impart practical experiences. In addition, faculty can show how the course content is teaching skills applicable to student’s personal and professional goals. There is an abundance of research and professional literature that includes mentoring of graduate students, but this literature base has not shown a development in a theory and models used in e-mentoring. As yet, however, literature dealing with e-mentoring the future health educator is scarce or nonexistent even though technology such as mobile apps, email, listservs, chat groups and conferencing could enhance the e-mentoring process. Methodology: The framework is described in the context of a curriculum development and a program planning model. Following the steps designed in this framework, mentees are guided through a course that begins with setting goals and ends with an evaluation process. The steps are similar to what health educator’s use in the program planning process, which is also a component of building a community program. The model uses both psychosocial variables that help build identity and coaching functions as a guide and to obtain measurements. Contribution: The study ends with a mix of evaluations that include the formative and sum-mative evaluations. A formative evaluation is conducted throughout the pro-cess. A summative evaluation will be conducted at the end to gain feedback. For the summative evaluation, constructs from the mentoring scale will be used. Findings: This case study was prepared to serve as a basis for discussion rather than to illustrate either effective or ineffective e-mentoring process for health educators.
Reports on the topic "Community development – Study and teaching – Guam"
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.
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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.