A Case Study of Peer Educators in a Community-Based Program to Reduce Teen Pregnancy: Selected Characteristics Prior to Training, Perceptions of Training and Work, and Perceptions of How Participation in the Program Has Affected Them

ERIC Educational Resources Information Center

Beshers, Sarah C.

2007-01-01

This investigation is a case study of peer educators in a community-based teen pregnancy prevention program. Research questions focused on identifying ways in which peer educators differed from other teens and exploring the perceptions of the peer educators about their experience in the program and the ways in which it has affected them. Data were…

Troubling the Discourse of Both/And: Technologies of Neoliberal Governance in Community-Based Educational Spaces

ERIC Educational Resources Information Center

Nygreen, Kysa

2017-01-01

This article traces the work of community-based popular educators with an explicit commitment to "Freirean" popular education as they shifted from teaching in a community-based setting to an after-school program focused on standardized test-preparation. Drawing from ethnographic observation and interviews, it examines educators'…

Native Teacher Education in a Community Setting: The Mt. Currie Program

ERIC Educational Resources Information Center

Wyatt, June

1977-01-01

Describes the Mt. Currie Native Teacher Education Program, based in a small reserve community 100 miles from Vancouver, Canada. Five basic issues involved in the development of the program are community involvement at the local level, incorporation of native language and culture, decentralization, entrance requirements and paraprofessional…

34 CFR 403.140 - What activities does the Secretary support under the State Assistance for Vocational Education...

Code of Federal Regulations, 2010 CFR

2010-07-01

... State Assistance for Vocational Education Support Programs by Community-Based Organizations? 403.140... Education Support Programs by Community-Based Organizations § 403.140 What activities does the Secretary... Organizations? (a) The State shall provide, in accordance with its State plan, and from its allotment for this...

Management & Organization: Program Planning & Governance, Personnel, Business Management, Community Relations. Handbooks for Experience-Based Career Education.

ERIC Educational Resources Information Center

Anderson, Nancy; And Others

This is one of a set of five handbooks compiled by the Northwest Regional Educational Laboratory that describes the processes for planning and operating a total experience-based career education (EBCE) program. Processes and material are those developed by the original EBCE model--Community Experience in Career Education (CE)2. The area of…

A University-Community Partnership in Teacher Education from the Perspectives of Community-Based Teacher Educators

ERIC Educational Resources Information Center

Guillen, Lorena; Zeichner, Ken

2018-01-01

This article examines the experiences of a group of nine community-based mentors of teacher candidates who partnered for several years through a local, community-based organization with the graduate elementary and secondary teacher education programs at a research university in the Pacific Northwest. Following a brief discussion of the history of…

Contraceptive Health Programs for Adolescents: A Critical Review.

ERIC Educational Resources Information Center

Lagana, Luciana; Hayes, David M.

1993-01-01

Reviews some contraceptive education programs designed for adolescents that differ in educational process based on delivery setting. Reviews school-based, community-based, and college/university-based programs and discusses them in terms of their effectiveness, potential, and limitations. Notes that educational accountability in each setting…

Sustaining health education research programs in Aboriginal communities.

PubMed

Wisener, Katherine; Shapka, Jennifer; Jarvis-Selinger, Sandra

2017-09-01

Despite evidence supporting the ongoing provision of health education interventions in First Nations communities, there is a paucity of research that specifically addresses how these programs should be designed to ensure sustainability and long-term effects. Using a Community-Based Research approach, a collective case study was completed with three Canadian First Nations communities to address the following research question: What factors are related to sustainable health education programs, and how do they contribute to and/or inhibit program success in an Aboriginal context? Semi-structured interviews and a sharing circle were completed with 19 participants, including members of community leadership, external partners, and program staff and users. Seven factors were identified to either promote or inhibit program sustainability, including: 1) community uptake; 2) environmental factors; 3) stakeholder awareness and support; 4) presence of a champion; 5) availability of funding; 6) fit and flexibility; and 7) capacity and capacity building. Each factor is provided with a working definition, influential moderators, and key evaluation questions. This study is grounded in, and builds on existing research, and can be used by First Nations communities and universities to support effective sustainability planning for community-based health education interventions.

Extension Educators' Perceptions of Community Readiness, Knowledge of Prevention Science, and Experience with Collaboration

PubMed Central

Perkins, Daniel F.; Mincemoyer, Claudia C.; Lillehoj, Catherine J.

2011-01-01

This investigation compared Extension educators' perceptions of community readiness, knowledge of prevention science, and experience with community collaborations with the perceptions of community human service professionals. First, Cooperative Extension System (CES) educators and human service professionals were found to hold similar perceptions of community readiness for prevention programs. Second, CES educators demonstrated less awareness of prevention programs in the community, but a greater knowledge of research-based community risk and protective factors than the human service professionals. Third, CES educators and human service professionals were similar in terms of community collaborative involvement, success, and personal effectiveness. PMID:24143063

Community-Based Field Experiences in Teacher Education: Possibilities for a Pedagogical Third Space

ERIC Educational Resources Information Center

Hallman, Heidi L.

2012-01-01

The present article discusses the importance of community-based field experiences as a feature of teacher education programs. Through a qualitative case study, prospective teachers' work with homeless youth in an after-school initiative is presented. Framing community-based field experiences in teacher education through "third space" theory, the…

Innovative and Community-Guided Evaluation and Dissemination of a Prostate Cancer Education Program for African-American Men and Women

PubMed Central

Jackson, Dawnyea D.; Owens, Otis L.; Friedman, Daniela B.; Dubose-Morris, Ragan

2014-01-01

African Americans (AA) are more likely to develop and die from cancer than any other racial or ethnic group. The aims of this research were to: (1) evaluate current education materials being implemented in a community-based prostate cancer education program for AA communities; (2) refine materials based on findings from Aim 1; (3) share updated materials with participants from Aim 1 for additional improvements; and (4) disseminate and evaluate the improved education program through a statewide videoconference with AA men and women. AA individuals evaluated the current education program through a mail survey (n=32) and community forum (n=38). Participants reported that the existing prostate cancer education program content could be understood by lay persons, but recommendations for improvement were identified. They included: defining unknown and/or scientific terminology, increasing readability by increasing font size and enlarging images, and including more recent and relevant statistics. Following refinement of the education materials based on survey and forum feedback, a statewide videoconference was implemented. Following the videoconference, participants (25 men; 3 women) reported that they would encourage others to learn more about prostate cancer, talk to their doctor about whether or not to get screened for prostate cancer, and would recommend the conference to others. There is great potential for using this type of iterative approach to education program development with community and clinical partners for others conducting similar work. PMID:25510370

Community-based first aid: a program report on the intersection of community-based participatory research and first aid education in a remote Canadian Aboriginal community.

PubMed

VanderBurgh, D; Jamieson, R; Beardy, J; Ritchie, S D; Orkin, A

2014-01-01

Community-based first aid training is the collaborative development of locally relevant emergency response training. The Sachigo Lake Wilderness Emergency Response Education Initiative was developed, delivered, and evaluated through two intensive 5-day first aid courses. Sachigo Lake First Nation is a remote Aboriginal community of 450 people in northern Ontario, Canada, with no local paramedical services. These courses were developed in collaboration with the community, with a goal of building community capacity to respond to medical emergencies. Most first aid training programs rely on standardized curriculum developed for urban and rural contexts with established emergency response systems. Delivering effective community-based first aid training in a remote Aboriginal community required specific adaptations to conventional first aid educational content and pedagogy. Three key lessons emerged during this program that used collaborative principles to adapt conventional first aid concepts and curriculum: (1) standardized approaches may not be relevant nor appropriate; (2) relationships between course participants and the people they help are relevant and important; (3) curriculum must be attentive to existing informal and formal emergency response systems. These lessons may be instructive for the development of other programs in similar settings.

The "10 Keys" to Healthy Aging: 24-Month Follow-Up Results from an Innovative Community-Based Prevention Program

ERIC Educational Resources Information Center

Robare, Joseph F.; Bayles, Constance M.; Newman, Anne B.; Williams, Kathy; Milas, Carole; Boudreau, Robert; McTigue, Kathleen; Albert, Steven M.; Taylor, Christopher; Kuller, Lewis H.

2011-01-01

The purpose of this report was to evaluate a prevention program to reduce risk factors for common diseases among older individuals in a lower income community. This randomized community-based study enrolled older adults into a Brief Education and Counseling Intervention or a Brief Education and Counseling Intervention plus a physical activity and…

Recommendation for Center-Based Early Childhood Education to Promote Health Equity.

PubMed

2016-01-01

The Community Preventive Services Task Force recommends early childhood education programs based on strong evidence of effectiveness in improving educational outcomes associated with long-term health and sufficient evidence of effectiveness in improving social- and health-related outcomes. When provided to low-income or racial and ethnic minority communities, early childhood education programs are likely to reduce educational achievement gaps, improve the health of low-income student populations, and promote health equity.

ACCLAIM: A Model for Leading the Community.

ERIC Educational Resources Information Center

Vaughan, George B.; Gillett-Karam, Rosemary

1993-01-01

Advocates an approach to community college leadership based on community-based programming. Describes North Carolina State University's Academy for Community College Leadership Advancement, Innovation, and Modeling (ACCLAIM) and its components (i.e., continuing education, fellows program, information development/dissemination, and university…

77 FR 21067 - Funding Opportunity Title: Risk Management Education and Outreach Partnerships Program

Federal Register 2010, 2011, 2012, 2013, 2014

2012-04-09

... access and participation of underserved communities, and providing risk management education and..., community based organizations or a coalition of community-based organization that has demonstrated... applicant's employees or the community. The applicant must demonstrate that performance under the...

A community-based health education analysis of an infectous disease control program in Nigeria.

PubMed

Adeyanju, O M

1987-01-01

This descriptive study utilized the strategy of primary health care in program development-especially a community-based health education intervention approach-in the control of guinea-worm in rural communities of Nigeria. Two closely related rural communities in two states served as target groups. Committee system approach, nominal group process, interview methods, audio-visual aids, and health care volunteer trainingship were the educational strategies employed in a control and experimental set up. The PRECEDE model was applied in the analysis. Results show a significant control action on guinea-worm infestation in the experimental community and a tremendous achievement in preventive health education interventions through organized community participation/involvement and ultimate self-reliance and individual responsibility. A positive increase in health knowledge and attitude examined through interview method, and observable changes in health behavior were noticed. Wells were provided, drinking water treated, while personal and community health promotion strategies were encouraged by all. The study has shown the effectiveness/efficacy of a community-based effort facilitated by a health educator.

Feminist Education and Feminist Community Psychology: Experiences from an Irish Context

ERIC Educational Resources Information Center

Moane, Geraldine; Quilty, Aideen

2012-01-01

This article describes experiences in an Irish context of education programs delivered in 2 communities, 1 based on class (a working class urban community) and 1 based on sexual orientation (an urban lesbian, gay, bisexual, and transgender community). It aims to illustrate how feminist education can play an important role in feminist community…

The Impact of a Community-Based Comprehensive Sex Education Program on Chinese Adolescents' Sex-Related Knowledge and Attitudes

ERIC Educational Resources Information Center

Wang, Bo; Meier, Ann; Shah, Iqbal; Li, Xiaoming

2006-01-01

The purpose of this study was to evaluate a community-based comprehensive sex education program among unmarried youth in China. The impact of the intervention on sexual knowledge, attitudes, and sexual initiation were assessed, using a pre-test post-test quasi-experimental research design. The program used six methods for providing sex-related…

Contributing to Tourism Industry Vitality of a Natural Resource Based Region through Educational/Technical Assistance. Staff Paper Series P83-20.

ERIC Educational Resources Information Center

Blank, Uel; And Others

From 1979 to 1982 an extension education program provided assistance to the tourism industry in rural communities adjoining northeastern Minnesota's Boundary Waters Canoe Area (BWCA). Program activities involved needs assessment, educational and technical assistance to communities and tourism-related firms, marketing programs, grants management…

34 CFR 461.32 - What are programs for corrections education and education for other institutionalized adults?

Code of Federal Regulations, 2010 CFR

2010-07-01

... education, basis skills instruction, and abnormal psychology; (5) Guidance and counseling programs; (6... programs with educational institutions, community-based organizations of demonstrated effectiveness, and...

Community Health Workers as Drivers of a Successful Community-Based Disease Management Initiative

PubMed Central

Peretz, Patricia J.; Matiz, Luz Adriana; Findley, Sally; Lizardo, Maria; Evans, David; McCord, Mary

2012-01-01

In 2005, local leaders in New York City developed the Washington Heights/Inwood Network for Asthma Program to address the burden of asthma in their community. Bilingual community health workers based in community organizations and the local hospital provided culturally appropriate education and support to families who needed help managing asthma. Families participating in the yearlong care coordination program received comprehensive asthma education, home environmental assessments, trigger reduction strategies, and clinical and social referrals. Since 2006, 472 families have enrolled in the yearlong program. After 12 months, hospitalizations and emergency department visits decreased by more than 50%, and caregiver confidence in controlling the child's asthma increased to nearly 100%. Key to the program's success was the commitment and involvement of community partners from program inception to date. PMID:22515859

Community health workers as drivers of a successful community-based disease management initiative.

PubMed

Peretz, Patricia J; Matiz, Luz Adriana; Findley, Sally; Lizardo, Maria; Evans, David; McCord, Mary

2012-08-01

In 2005, local leaders in New York City developed the Washington Heights/Inwood Network for Asthma Program to address the burden of asthma in their community. Bilingual community health workers based in community organizations and the local hospital provided culturally appropriate education and support to families who needed help managing asthma. Families participating in the yearlong care coordination program received comprehensive asthma education, home environmental assessments, trigger reduction strategies, and clinical and social referrals. Since 2006, 472 families have enrolled in the yearlong program. After 12 months, hospitalizations and emergency department visits decreased by more than 50%, and caregiver confidence in controlling the child's asthma increased to nearly 100%. Key to the program's success was the commitment and involvement of community partners from program inception to date.

Community College Graduates' Perceptions of Adult Learning Instructional Practices Employed in Continuing Education Programs

ERIC Educational Resources Information Center

Hinkson, Chandris Christina

2010-01-01

The purpose of this mixed methods study was to examine continuing education students' perceptions of adult education instructional practices at an urban community college. The continuing education students recently graduated from programs of law enforcement, truck driving, and health occupations. Perception analysis was based on the six principles…

Community Education in Kansas, a Challenge to Community Colleges

ERIC Educational Resources Information Center

Killacky, Cecil James; Rippetoe, Joseph K.

1976-01-01

An educational outreach project is described that was conducted during 1974 and 1975 by University for Man (UFM), a free university based in Manhattan, Kansas, that offers educational programs to the state. The major objective of the project was to serve adult educational needs with programs examining public issues through a humanistic…

Data-Based Locally Directed Evaluation of Vocational Education Programs. Component 5. Analysis of Community Resources Utilization.

ERIC Educational Resources Information Center

Florida State Univ., Tallahassee. Program of Vocational Education.

Part of a system by which local education agency (LEA) personnel may evaluate secondary and postsecondary vocational education programs, this fifth of eight components focuses on an analysis of the utilization of community resources. Utilization of the component is designed to open communication channels among all segments of the community so that…

Emancipatory education versus school-based prevention in African American communities.

PubMed

Potts, Randolph G

2003-03-01

Schools have become strategic settings for the work of community psychologists. In a review of 177 primary prevention programs for children and adolescents, Durlak and Wells (1997) found that 129 (72.9%) were based in schools. The literature in community psychology describes many school-based prevention programs targeting problems such as substance abuse, school "maladjustment," delinquency, and violence (e.g. C. A. Mason, A. M. Cauce, L. Robinson & G. W. Harper, 1999). A large number of these programs are based in schools in African American communities and include social-cognitive, decision making, affective education, and other skills-building modules along with direct instruction. In this paper, it is argued that ideas from emancipatory education (e.g. Freire, 1998) and African-centered education (e.g. H. Madhubuti & S. Madhubuti, 1994; M. J. Shujaa, 1995) should guide school-based interventions in communities of people of African descent. There is an extensive and distinguished history of emancipatory schools and school-based programs in African American communities. Included in this history are the freedom schools during reconstruction, the SNCC Freedom Schools, the Liberation Schools of the Black Panther Party, the Malcolm X Academy in Detroit, Sankofa Shule in Lansing, the Institute for Positive Education/New Concept Development Center in Chicago, the Benjamin E. Mays Institute in Hartford, and the schools affiliated with the Council of Independent Black Institutions (CIBI) to name just a few. This paper will first provide a brief, critical review of the role of schools and social oppression. Second, primary prevention programs in communities of people of African descent will be examined, questioning some of the dominant methods and assumptions. Next, underlying assumptions about relationships between African identity, educational success, and healthy outcomes for young people will be addressed. This will be followed by a discussion of African-centered emancipatory education, focusing specifically on the role of students as agents of social change and the importance of critical reflection on African cultural resources. The Benjamin E. Mays Institute will be presented as an example of how ideas from an African-centered emancipatory approach to education have been incorporated within a school serving a community of people of African descent in Hartford, Connecticut.

Adult Health Learning and Transformation: A Case Study of a Canadian Community-Based Program

ERIC Educational Resources Information Center

Coady, Maureen

2013-01-01

This article describes a case study of adult learning in a Canadian multisite Community Cardiovascular Hearts in Motion program. The researcher highlights the informal learning of 40 adult participants in this 12-week community-based cardiac rehabilitation/education program in five rural Nova Scotia communities. The effects of this learning and…

Community Based Educational Model on Water Conservation Program

NASA Astrophysics Data System (ADS)

Sudiajeng, L.; Parwita, I. G. L.; Wiraga, I. W.; Mudhina, M.

2018-01-01

The previous research showed that there were indicators of water crisis in the northern and eastern part of Denpasar city and most of coastal area experienced on seawater intrusion. The recommended water conservation programs were rainwater harvesting and educate the community to develop a water saving and environmentally conscious culture. This research was conducted to built the community based educational model on water conservation program through ergonomics SHIP approach which placed the human aspect as the first consideration, besides the economic and technically aspects. The stakeholders involved in the program started from the problem analyses to the implementation and the maintenance as well. The model was built through three main steps, included determination of accepted design; building the recharge wells by involving local communities; guidance and assistance in developing a water saving and environmentally conscious culture for early childhood, elementary and junior high school students, community and industry. The program was implemented based on the “TRIHITA KARANA” concept, which means the relationship between human to God, human-to-human, and human to environment. Through the development of the model, it is expected to grow a sense of belonging and awareness from the community to maintain the sustainability of the program.

Community Based Training Centers for the Vocational Transitioning of Students with Mental Retardation.

ERIC Educational Resources Information Center

Craft, Robert D.; Martch, Theodore

The Douglas Education Service District, Winston Dillard School District, and the Special Education Department at Douglas High School in Winston, Oregon, developed a community-based education program that emphasizes ongoing job training for students with mental disabilities and the development of competitive employment in the community. The program…

C.I.T.E. Community Integrated Training and Education: An Alternative to Facility-Based Services.

ERIC Educational Resources Information Center

Robinson, David L.

The Community Integrated Training and Education (C.I.T.E.) program, sponsored by the Hamilton County (Ohio) Board of Mental Retardation, is a support program for county families with mentally retarded children, aged 6 months to 22 years. The program is structured to provide education and training for families who have decided against residential…

Educating Democratic Citizens in Troubled Times: Qualitative Studies of Current Efforts

ERIC Educational Resources Information Center

Bixby, Janet S., Ed.; Pace, Judith L., Ed.

2008-01-01

This book offers a groundbreaking examination of citizenship education programs that serve contemporary youth in schools and communities across the United States. These programs include social studies classes and curricula, school governance, and community-based education efforts. The book takes an interdisciplinary approach to exploring the…

Changes in Social Capital and Networks: A Study of Community-Based Environmental Management Through a School-Centered Research Program

NASA Astrophysics Data System (ADS)

Thornton, Teresa; Leahy, Jessica

2012-02-01

Social network analysis (SNA) is a social science research tool that has not been applied to educational programs. This analysis is critical to documenting the changes in social capital and networks that result from community based K-12 educational collaborations. We review SNA and show an application of this technique in a school-centered, community based environmental monitoring research (CBEMR) program. This CBEMR employs K-12 students, state and local government employees, environmental organization representatives, local businesses, colleges, and community volunteers. As citizen scientists and researchers, collaborators create a database of local groundwater quality to use as a baseline for long-term environmental health management and public education. Past studies have evaluated the reliability of data generated by students acting as scientists, but there have been few studies relating to power dynamics, social capital, and resilience in school-centered CBEMR programs. We use qualitative and quantitative data gathered from a science education program conducted in five states in the northeastern United States. SPSS and NVivo data were derived from semi-structured interviews with thirty-nine participants before and after their participation in the CBEMR. Pajek software was used to determine participant centralities and power brokers within networks. Results indicate that there were statistically significant increases in social capital and resilience in social networks after participation in the school-centered CBEMR program leading to an increased community involvement in environmental health management. Limiting factors to the CBMER were based on the educator/administration relationship.

Partnering with education and job and training programs for sustainable tobacco control among Baltimore african american young adults.

PubMed

Smith, Katherine Clegg; Bone, Lee; Clay, Eric A; Owings, Kerry; Thames, Sean; Stillman, Frances

2009-01-01

Young adults are generally overlooked in tobacco control initiatives, even though they are critical to sustained success. African American young adults who are not in higher education or working are particularly vulnerable to harmful tobacco use, given high smoking rates and limited access to cessation services. Guided by community-based participatory research (CBPR) principles, we sought to identify program and community-level strategies to reduce tobacco use among African American young adults in Baltimore. We describe the challenges and opportunities for integrating effective tobacco control into community-based education and job training programs for unemployed young adults. As part of a longstanding community-research partnership in Baltimore, we conducted fourteen semistructured key informant interviews with leaders from city government and education and job training programs for young adults. The research design, data collection, analysis, and dissemination all included dialogue between and active contribution by both research and community partners. Interview data were structured into opportunities (mindset for change and desire for bonds with a trusted adult), challenges (culture of fatalism, tobacco as a stress reliever, and culture of tobacco use among young adults), and possible tobacco control solutions (tobacco education designed with and for program staff and participants and integration of tobacco issues into holistic program goals and policies). The emergent themes enhance our understanding of how tobacco is situated in the lives of unemployed young adults and the potential for building sustainable, community-based public health solutions.

Benefits of off-campus education for students in the health sciences: a text-mining analysis.

PubMed

Nakagawa, Kazumasa; Asakawa, Yasuyoshi; Yamada, Keiko; Ushikubo, Mitsuko; Yoshida, Tohru; Yamaguchi, Haruyasu

2012-08-28

In Japan, few community-based approaches have been adopted in health-care professional education, and the appropriate content for such approaches has not been clarified. In establishing community-based education for health-care professionals, clarification of its learning effects is required. A community-based educational program was started in 2009 in the health sciences course at Gunma University, and one of the main elements in this program is conducting classes outside school. The purpose of this study was to investigate using text-analysis methods how the off-campus program affects students. In all, 116 self-assessment worksheets submitted by students after participating in the off-campus classes were decomposed into words. The extracted words were carefully selected from the perspective of contained meaning or content. With the selected terms, the relations to each word were analyzed by means of cluster analysis. Cluster analysis was used to select and divide 32 extracted words into four clusters: cluster 1-"actually/direct," "learn/watch/hear," "how," "experience/participation," "local residents," "atmosphere in community-based clinical care settings," "favorable," "communication/conversation," and "study"; cluster 2-"work of staff member" and "role"; cluster 3-"interaction/communication," "understanding," "feel," "significant/important/necessity," and "think"; and cluster 4-"community," "confusing," "enjoyable," "proactive," "knowledge," "academic knowledge," and "class." The students who participated in the program achieved different types of learning through the off-campus classes. They also had a positive impression of the community-based experience and interaction with the local residents, which is considered a favorable outcome. Off-campus programs could be a useful educational approach for students in health sciences.

Community-Based Eco-Education: Sound Ecology and Effective Education.

ERIC Educational Resources Information Center

Niesenbaum, Richard A.; Gorka, Barbara

2001-01-01

Reports on the development of a college-level eco-educational course that attempts to capitalize on the ecological and educational strengths of ecotourism by establishing a partnership with a local community. Makes suggestions for establishing community partnerships for effective international eco-educational program development. (Contains 15…

Effect of strategic planning education on attitudes and perceptions of independent community pharmacy owners/managers.

PubMed

Harrison, Donald L

2007-01-01

To assess the impact of formal education program participation on the attitudes and perceptions of independent community pharmacy owners/managers toward strategic planning. Cross-sectional study. United States; June 4-July 30, 2004. Nationwide random sample of 1,250 owners/managers of independent community pharmacies. Mailed survey. Strategic planning formal education program participation. Comprehensiveness of strategic planning. Attitudes and perceptions of owners/managers of independent community pharmacies toward strategic planning. A total of 527 (42.1%) usable questionnaires were returned. Only 124 (23.5%) respondents indicated that they participated in a formal strategic planning education program. However, of the 141 (26.85%) respondents who indicated that they had conducted strategic planning for their community pharmacy, 111 (89.5%) had participated in a formal strategic planning education program. A significant association was detected between formal education program participation and the conducting of strategic planning (P< or =0.0001). Significant differences were observed for all attitudes and perceptions of independent community pharmacy owners/managers toward strategic planning based on program participation (P< or =0.0001). Finally, respondents who indicated that they had participated in a formal education program had a significantly higher comprehensiveness of strategic planning rating than those respondents who did not participate in an educational program (P< or =0.0001). A significant association exists between formal strategic planning education program participation and the conducting of strategic planning by owner/managers of independent community pharmacies, and those participating in such programs have significantly different attitudes and perceptions toward the conducting of strategic planning and have a significantly higher comprehensiveness of strategic planning rating.

The Community Liaison Program: A Health Education Pilot Program to Increase Minority Awareness of HIV and Acceptance of HIV Vaccine Trials

ERIC Educational Resources Information Center

Kelley, R. T.; Hannans, A.; Kreps, G. L.; Johnson, K.

2012-01-01

This paper describes a 16-month health education pilot program based on diffusion of innovation and social network theories. The program was implemented by volunteer community liaisons for the purposes of increasing awareness of and support for HIV vaccine research in minority populations. This theoretically driven pilot program allowed the…

Implementing community-based education in basic nursing education programs in South Africa.

PubMed

Mtshali, N G

2009-03-01

Education of health professionals using principles of community-based education is the recommended national policy in South Africa. A paradigm shift to community-based education is reported in a number of nursing education institutions in South Africa. Reviewed literature however revealed that in some educational institutions planning, implementation and evaluation of Community-based Educational (CBE) programmes tended to be haphazard, uncoordinated and ineffective, resulting in poor student motivation. Therefore the purpose of this study was to analyse the implementation of community-based education in basic nursing education programmes in South Africa. Strauss and Corbin's (1990) grounded theory approach guided the research process. Data were collected by means of observation, interviews and document analysis. The findings revealed that collaborative decision-making involving all stakeholders was crucial especially during the curriculum planning phase. Furthermore, special criteria should be used when selecting community learning sites to ensure that the selected sites are able to facilitate the development of required graduate competencies. Collaborative effort, true partnership between academic institutions and communities, as well as government support and involvement emerged as necessary conditions for the successful implementation of community-based education programmes.

Community Education. AONTAS Policy Series.

ERIC Educational Resources Information Center

Irish National Association of Adult Education, Dublin.

Ireland's economic and social problems in the 1980s spawned a new kind of community education. Key characteristics of the new community education are as follows: (1) it is a learning environment and located in the community; (2) it provides learning programs based on identified needs; (3) its control remains in the local community's hands; (4) its…

Training Consumer Educators: A Curriculum and Program Handbook. A Report on the Experience of the Consumer Law Training Center.

ERIC Educational Resources Information Center

New York Law School, NY. Consumer Law Training Center.

Information is presented on the administration of consumer education programs to train teachers and community group leaders who will be teaching consumer education in their own communities. Suggestions and examples are based on experience in creating and teaching such a program in consumer law in New York City. The first three chapters give…

Rural School-Based Enterprise: Promise and Practice in the Southeast.

ERIC Educational Resources Information Center

Baker, Karen Nelson

School-based enterprise (SBE) is a hands-on educational program in which students create and manage a business in their community. SBE programs address two general concerns about education today--lack of student motivation and the need for schools to teach students the skills to survive in and contribute to their communities. SBE makes the…

American Community Colleges: Leading the Way to the Future.

ERIC Educational Resources Information Center

Mees, Robert L.

Though each community college has its own unique identity based on location, they all share the common commitments to (1) a comprehensive educational program; (2) teaching; (3) lifelong learning; (4) serving its community as a community-based educational institution; (5) workforce training and re-training for business and industry; and (6) open,…

Community-Based Native Teacher Education Programs.

ERIC Educational Resources Information Center

Heimbecker, Connie; Minner, Sam; Prater, Greg

This paper describes two exemplary school-based Native teacher education programs offered by Northern Arizona University (NAU) to serve Navajo students and by Lakehead University (Ontario) to serve members of the Nishnabe Nation of northern Ontario. The Reaching American Indian Special/Elementary Educators (RAISE) program is located in Kayenta,…

Educating for Community Change: Higher Education's Proposed Role in Community Transformation through the Federal Promise Neighborhood Policy

ERIC Educational Resources Information Center

Hudson, Elizabeth

2013-01-01

This study investigated a federal comprehensive community initiative, the Promise Neighborhood initiative, in order to understand higher education community engagement in an embedded context. Promise Neighborhood programs aim to create a place-based system of family and education services that can support youth from early childhood through college…

"It's In My Veins": Exploring the Role of an Afrocentric, Popular Education-Based Training Program in the Empowerment of African American and African Community Health Workers in Oregon.

PubMed

Bridgeman-Bunyoli, Arika; Mitchell, S Renee; Bin Abdullah, AbdulʼHafeedh M; Schwoeffermann, Ty; Phoenix, Toliver; Goughnour, Cat; Hines-Norwood, Richard; Wiggins, Noelle

2015-01-01

The role racism and other social determinants of health play in the creation of health inequities in African American communities in the United States is increasingly understood. In this article, we explore the effectiveness of an Afrocentric, popular education-based community health worker (CHW) training program in creating positive change among CHW participants and their communities in Portland, Oregon. Findings suggest that CHW participants experienced 4 types of awakening, in addition to changes in their interaction with their family members and increased community involvement. The CHWs identified group bond, Afrocentrism, public health knowledge, popular education, facilitators, and time management as important elements of an effective training program for this community. Psychological empowerment, self-reported health status, and health behavior among participants generally increased over time, but changes were not statistically significant.

Key Resources for Creating Online Nutrition Education for Those Participating in Supplemental Nutrition Assistance Program Education

ERIC Educational Resources Information Center

Stosich, Marie C.; LeBlanc, Heidi; Kudin, Janette S.; Christofferson, Debra

2016-01-01

Internet-based nutrition education is becoming an important tool in serving the rural, low-income community, yet the task of creating such programming can be daunting. The authors describe the key resources used in developing an Internet-based nutrition education program for those participating in Supplemental Nutrition Assistance Program…

Empowering the people: development of an HIV peer education model for low literacy rural communities in India.

PubMed

Van Rompay, Koen K A; Madhivanan, Purnima; Rafiq, Mirriam; Krupp, Karl; Chakrapani, Venkatesan; Selvam, Durai

2008-04-18

Despite ample evidence that HIV has entered the general population, most HIV awareness programs in India continue to neglect rural areas. Low HIV awareness and high stigma, fueled by low literacy, seasonal migration, gender inequity, spatial dispersion, and cultural taboos pose extra challenges to implement much-needed HIV education programs in rural areas. This paper describes a peer education model developed to educate and empower low-literacy communities in the rural district of Perambalur (Tamil Nadu, India). From January to December 2005, six non-governmental organizations (NGO's) with good community rapport collaborated to build and pilot-test an HIV peer education model for rural communities. The program used participatory methods to train 20 NGO field staff (Outreach Workers), 102 women's self-help group (SHG) leaders, and 52 barbers to become peer educators. Cartoon-based educational materials were developed for low-literacy populations to convey simple, comprehensive messages on HIV transmission, prevention, support and care. In addition, street theatre cultural programs highlighted issues related to HIV and stigma in the community. The program is estimated to have reached over 30,000 villagers in the district through 2051 interactive HIV awareness programs and one-on-one communication. Outreach workers (OWs) and peer educators distributed approximately 62,000 educational materials and 69,000 condoms, and also referred approximately 2844 people for services including voluntary counselling and testing (VCT), care and support for HIV, and diagnosis and treatment of sexually-transmitted infections (STI). At least 118 individuals were newly diagnosed as persons living with HIV (PLHIV); 129 PLHIV were referred to the Government Hospital for Thoracic Medicine (in Tambaram) for extra medical support. Focus group discussions indicate that the program was well received in the communities, led to improved health awareness, and also provided the peer educators with increased social status. Using established networks (such as community-based organizations already working on empowerment of women) and training women's SHG leaders and barbers as peer educators is an effective and culturally appropriate way to disseminate comprehensive information on HIV/AIDS to low-literacy communities. Similar models for reaching and empowering vulnerable populations should be expanded to other rural areas.

What Is Community-Based Art Education?

ERIC Educational Resources Information Center

Ulbricht, J.

2005-01-01

Today educators may feel the need to contemplate community-based education when (1) well intentioned citizens try to figure out what they can do to support or reform school art programs; (2) arts administrators seek to advance their enrollment figures; (3) citizens try to eliminate art education from school curriculums; (4) teachers try to figure…

Community-based dental education: history, current status, and future.

PubMed

Formicola, Allan J; Bailit, Howard L

2012-01-01

This article examines the history, current status, and future direction of community-based dental education (CBDE). The key issues addressed include the reasons that dentistry developed a different clinical education model than the other health professions; how government programs, private medical foundations, and early adopter schools influenced the development of CBDE; the societal and financial factors that are leading more schools to increase the time that senior dental students spend in community programs; the impact of CBDE on school finances and faculty and student perceptions; and the reasons that CBDE is likely to become a core part of the clinical education of all dental graduates.

Factor Analysis of the HEW National Strategy for Youth Development Model's Community Program Impact Scales.

ERIC Educational Resources Information Center

Truckenmiller, James L.

The former HEW (Health, Education, and Welfare) National Strategy for Youth Development Model proposed a community-based program to promote positive youth development and to prevent delinquency through a sequence of youth needs assessments, needs-targeted programs, and program impact evaluation. HEW Community Program Impact Scales data obtained…

Career Advancement for Low-Income Workers through Community College and Community-Based Organization Partnerships.

ERIC Educational Resources Information Center

Roberts, Brandon

An increasing number of community colleges (CCs) and community-based organizations (CBOs) are now working in partnership to develop education and training programs enabling low-income workers to gain the education and skills necessary to obtain higher-wage jobs and develop a foundation for lifelong learning and career advancement. The following…

Public School and Community Mental Health Interagency Cooperation for Treatment of the Child with Special Educational Needs.

ERIC Educational Resources Information Center

Barr, William; DelFava, Christine

The paper describes combined public education and community mental health in a preschool educational day treatment program for seriously emotionally disturbed children. The Developmental Therapy model on which the Tacoma, Washington, program is based is described as using five normal developmental stages to facilitate treatment which stresses the…

Engaging older adults in burn prevention education: results of a community-based urban initiative.

PubMed

Leahy, Nicole E; Sessler, Kelly A; Baggott, Kaitlin; Laverde, Louisa; Rabbitts, Angela; Yurt, Roger W

2012-01-01

The objective of the study is to educate New York City seniors aged 60 years and older about fire safety and burn prevention through the use of a community-based, culturally sensitive delivery platform. The ultimate goal is to reduce burn injury morbidity and mortality among this at-risk population. Programming was developed and provided to older adults attending community-based senior centers. Topics included etiology of injury, factors contributing to burn injuries, methods of prevention, emergency preparedness, and home safety. Attendees completed a postpresentation survey. Of the 234 senior centers invited to participate in the program, 64 (27%) centers requested presentations, and all received the educational programming, reaching 2196 seniors. An additional 2590 seniors received education during community-based health fairs. A majority reported learning new information, found the presentation helpful, and intended to apply this knowledge to daily routines. Data confirm that many opportunities exist to deliver culturally sensitive burn prevention programming to the older adult population of this large metropolitan area in settings that are part of their daily lives. A majority of respondents welcomed the information, perceived it as helpful, and reported that they were likely to integrate the information into their lives.

Building community research capacity: process evaluation of community training and education in a community-based participatory research program serving a predominantly Puerto Rican community.

PubMed

Tumiel-Berhalter, Laurene M; McLaughlin-Diaz, Victoria; Vena, John; Crespo, Carlos J

2007-01-01

Education and training build community research capacity and have impact on improvements of health outcomes. This manuscript describes the training and educational approaches to building research capacity that were utilized in a community-based participatory research program serving a Puerto Rican population and identifies barriers and strategies for overcoming them. A process evaluation identified a multitiered approach to training and education that was critical to reaching the broad community. This approach included four major categories providing a continuum of education and training opportunities: networking, methods training, on-the-job experience, and community education. Participation in these opportunities supported the development of a registry, the implementation of a survey, and two published manuscripts. Barriers included the lack of a formal evaluation of the education and training components, language challenges that limited involvement of ethnic groups other than Puerto Ricans, and potential biases associated with the familiarity of the data collector and the participant. The CBPR process facilitated relationship development between the university and the community and incorporated the richness of the community experience into research design. Strategies for improvement include incorporating evaluation into every training and educational opportunity and developing measures to quantify research capacity at the individual and community levels. Evaluating training and education in the community allows researchers to quantify the impact of CBPR on building community research capacity.

Community College-Community Relationships and Civic Accountability.

ERIC Educational Resources Information Center

Gillet-Karam, Rosemary

1996-01-01

Provides a review of issues involved in interactions between community colleges and their communities, discussing community-based education and services, strategic planning, and community-based programming. Presents examples of current college-community collaborations to illustrate civic accountability. Suggests that these collaborations place…

Engaging underserved audiences in informal science education through community-based partnerships

NASA Astrophysics Data System (ADS)

Bouzo, Suzanne

This thesis explores the impact of the Science Education and Engagement of Denver (SEED) Partnership on three of its participant families. The partnership, consisting of large informal science organizations, as well as small community-based organizations, created its programming based on prior research identifying barriers to minority participation in informal science education programs. SEED aims to engage youth and families of emerging populations in science and nature. Three families were examined as a case study to have an in depth investigation about their involvement in the programs sponsored by the partnership. Findings suggest a positive impact on participant feelings and engagement in science and nature. Future recommendations are made for furthering programming as well as conducting a larger scale, more comprehensive program evaluation. This research addresses prior studies that have identified several barriers toward participation of underserved audiences in informal science education programs and how the SEED partnership has addressed specific identified barriers.

Implementation of a School-Based Educational Program to Increase Breast Cancer Awareness and Promote Intergenerational Transmission of Knowledge in a Rural Mexican Community.

PubMed

Soto-Perez-de-Celis, Enrique; Smith, David D; Rojo-Castillo, Maria Patricia; Hurria, Arti; Pavas-Vivas, Alba Milena; Gitler-Weingarten, Rina; Mohar, Alejandro; Chavarri-Guerra, Yanin

2017-10-01

Rural women have limited access to breast cancer education, which partially contributes to late diagnosis and treatment. In this pilot study, we tested the feasibility of implementing a school-based breast cancer educational program for adolescents in a rural Mexican community. We hypothesized that the adolescents' knowledge on breast cancer would increase as a result of the program, and that there would be intergenerational transmission of that knowledge to their older female relatives. Female adolescents from a rural middle school received the educational program. The program would be considered feasible and acceptable if more than 75% reported being satisfied with its contents. Changes in knowledge in the students and their relatives were evaluated using baseline and 4 months follow-up questionnaires. One hundred twenty-six students were enrolled. The program was considered acceptable by 96% of the participants. The students' knowledge regarding breast cancer increased significantly from baseline to 4 months follow-up (63% to 82%). One hundred ninety-four female relatives completed the initial knowledge questionnaires. The relatives' knowledge regarding breast cancer showed a significant increase from baseline to 4 months follow-up (55% to 61%). Implementing breast cancer educational programs for adolescents in rural communities is feasible and acceptable. The program increased the adolescents' knowledge on breast cancer, and promoted the intergenerational transmission of that knowledge to their female relatives. Intergenerational transmission of knowledge represents a potential method for providing population-based health awareness education globally. In limited-resource settings, education is a valuable tool for achieving early detection and downstaging of breast cancer. Unfortunately, rural women lack access to educational opportunities and information about breast cancer, which is a factor contributing to late diagnosis and treatment. In this study, we demonstrated that implementing a school-based breast cancer educational program for female adolescents in a rural Mexican community was feasible, acceptable, and increased their knowledge about breast cancer. Furthermore, the program encouraged the transmission of information to the students' older relatives. Intergenerational transmission of knowledge represents a novel and potentially effective tool in cancer education and promotion. © AlphaMed Press 2017.

Critical Pedagogy in HIV-AIDS Education for a Maya Immigrant Community

ERIC Educational Resources Information Center

Schoorman, Dilys; Acosta, Maria Cristina; Sena, Rachel; Baxley, Traci

2012-01-01

In this article the authors discuss how the perspectives of Paulo Freire were instructive in addressing the challenges of HIV-AIDS education in Guatemalan Maya immigrant communities with minimal formal education and literacy. The forging of a community-based, collaborative, educational program offers several implications for effective teaching and…

Evaluation of Achieving a College Education Plus: A Credit-Based Transition Program

ERIC Educational Resources Information Center

Luna, Gaye; Fowler, Michael

2011-01-01

This ex post facto study evaluated Achieving a College Education (ACE) Plus program, a credit-based transition program between a high school district and a community college. Achieving a College Education Plus is an early outreach program. It is designed to aid at-risk students in graduating from high school and making a smooth transition to…

1996-97 trends in opposition to comprehensive sexuality education in public schools in the United States.

PubMed

Mayer, R

1997-01-01

Since 1992, SIECUS' Community Advocacy Project has promoted comprehensive sexuality education programs versus fear-based, abstinence-only programs and has issued annual analyses of current trends that have documented more than 500 controversies in all 50 states. During the 1996-97 school year, SIECUS documented 127 controversies in 33 states. The current situation on the Federal level was marked by President Clinton's endorsement of abstinence-only programs and a call issued by the Institute for Medicine and the National Institutes of Health for comprehensive sex education to combat sexually transmitted diseases and HIV/AIDS. Various states considered or enacted legislation allowing parents to remove children from sex education classes, dictating sex education curricula, or removing state mandates for sexuality education in schools. On the local level, the Medical Institute for Sexual Health's "National Guidelines for Sexuality and Character Education" (confusingly similar in style to SIECUS' "Guidelines for Comprehensive Sexuality Education") has been used to promote fear-based, abstinence-only curricula. Local controversies arose over efforts led by small groups to promote fear-based, abstinence-only curricula, over the content and existence of elementary school sex education programs, over coeducational sexuality education, over policies related to sexual orientation, over opt-out/opt-in programs, and over availability of alternative abstinence-only sex education programs. The past year showed that the active involvement of community members will be required to ensure the survival of comprehensive sex education programs. Included in this article are interviews with a school board member who successfully protected comprehensive sex education in her Kansas community and a member of a school board committee unable to save a comprehensive program in Brookfield, Connecticut.

Public Libraries and Community-Based Education: Making the Connection for Lifelong Learning. Volume 2: Commissioned Papers. A Conference Sponsored by the National Institute on Postsecondary Education, Libraries, and Lifelong Learning, Office of Educational Research and Improvement (Washington, D.C., April 12-13, 1995).

ERIC Educational Resources Information Center

National Inst. on Postsecondary Education, Libraries, and Lifelong Learning (ED/OERI), Washington, DC.

This conference explored the relationship between the public library, community-based adult education, and lifelong learning. The eight commissioned papers presented include: "Community Based Adult Jewish Learning Program: Issues and Concerns" (Paul A. Flexner); "Rural and Small Libraries: Provisions for Lifelong Learning" (Bernard Vavrek);…

Evaluation of a Community-Based Aging Intervention Program

ERIC Educational Resources Information Center

Hsu, Hui-Chuan; Wang, Chun-Hou; Chen, Yi-Chun; Chang, Ming-Chen; Wang, Jean

2010-01-01

This study evaluated the outcome and process of a community-based aging intervention program for the elderly in Taiwan. The program included education on nutrition and dietary behavior and on physical activities. Outcome and process evaluations were conducted. The program may have had some effects on decreasing some dietary behavioral problems and…

Handbook of Procedural Guidelines for Implementation of Special Education Curriculum: Critical Skills/Community-Based and Special Education Curriculum Guide.

ERIC Educational Resources Information Center

Riverside County Office of Education, CA. Div. of Special Schools and Services.

The special education procedural handbook and the special education curriculum guide provide guidelines for teachers and other school personnel. The procedural handbook covers the following areas: individual education program process (IEP) and program placement, individual education program team, administrative placements, parent interviews,…

Improvement in knowledge, social cognitive theory variables, and movement through stages of change after a community-based diabetes education program.

PubMed

Chapman-Novakofski, Karen; Karduck, Justine

2005-10-01

The objective of this program was to demonstrate the impact of a community-based diabetes education program. Participants were adults (N=239; mean age+/-standard deviation=63+/-10 years) with diabetes or caretakers. Community-based education incorporating Social Cognitive Theory and Stages of Change Theory included three group sessions focused on meal planning with cooking demonstrations. Knowledge and Social Cognitive Theory/Stages of Change variables were assessed pre- and postintervention. At posttest, significantly more (P<.05) used herbs in place of salt, cooked with olive or canola oils, used artificial sweeteners in baking (Stages of Change Theory), and were confident to change their diet and to prepare healthful meals. Knowledge of diabetes and nutrition increased (P<.05) and was a factor in postintervention belief in ability to use food labels and that meal planning was helpful. This community-based diabetes education intervention resulted in positive impacts on knowledge, health beliefs, and self-reported behaviors. Improvement in knowledge can be instrumental in moving individuals to an action or maintenance stage and in improving self-efficacy.

Suicide Prevention for School Communities: An Educational Initiative for Student Safety.

PubMed

Roberts, Diane Cody; Taylor, Mary Ellen; Pyle, Audrey D'Ann

2018-05-01

A knowledge gap exists in school communities regarding suicide prevention and means reduction education. The article highlights two core interrelated topics: school nurse engagement in dialogue with students' families and the implementation of an innovative, community-based suicide prevention educational program at a suburban public school district. The authors provide an overview of the public health problem of suicide for students, current student challenges, role of the school nurse in suicide prevention, and a key gap in current school nursing practice. At the request of the school counselors and principal, an innovative suicide prevention educational program was initiated as a community-based project at a large suburban public school district in Texas. The two overarching goals for this community-based collaboration are the following: school nurses will engage in frank, productive conversations with students' parents and families about suicidality concerns and increase the school community's knowledge about suicide prevention. This school community knowledge includes effective risk mitigation and means reduction strategies to better manage suicidality in students. Ultimately, this ongoing family and school community collaboration aims to prevent student deaths by suicide.

Drug-Free Schools & Communities: Program Planning Guidelines & Community Inventory.

ERIC Educational Resources Information Center

Montana State Board of Crime Control, Helena.

This book is designed to provide Montana communities with the most current research-based information available concerning drug and alcohol prevention/education program planning. It also provides a concise overview of the programs being conducted in various Montana communities. It is intended for use as a resource manual, to provide readers with…

Field-based education and indigenous knowledge: Essential components of geoscience education for native American communities

NASA Astrophysics Data System (ADS)

Riggs, Eric M.

2005-03-01

The purpose of this study is to propose a framework drawing on theoretical and empirical science education research that explains the common prominent field-based components of the handful of persistent and successful Earth science education programs designed for indigenous communities in North America. These programs are primarily designed for adult learners, either in a postsecondary or in a technical education setting and all include active collaboration between local indigenous communities and geoscientists from nearby universities. Successful Earth science curricula for indigenous learners share in common an explicit emphasis on outdoor education, a place and problem-based structure, and the explicit inclusion of traditional indigenous knowledge in the instruction. Programs sharing this basic design have proven successful and popular for a wide range of indigenous cultures across North America. We present an analysis of common field-based elements to yield insight into indigenous Earth science education. We provide an explanation for the success of this design based in research on field-based learning, Native American learning styles research, and theoretical and empirical research into the nature and structure of indigenous knowledge. We also provide future research directions that can test and further refine our understanding of best practices in indigenous Earth science education.

Designing a community-based lay health advisor training curriculum to address cancer health disparities.

PubMed

Gwede, Clement K; Ashley, Atalie A; McGinnis, Kara; Montiel-Ishino, F Alejandro; Standifer, Maisha; Baldwin, Julie; Williams, Coni; Sneed, Kevin B; Wathington, Deanna; Dash-Pitts, Lolita; Green, B Lee

2013-05-01

Racial and ethnic minorities have disproportionately higher cancer incidence and mortality than their White counterparts. In response to this inequity in cancer prevention and care, community-based lay health advisors (LHAs) may be suited to deliver effective, culturally relevant, quality cancer education, prevention/screening, and early detection services for underserved populations. APPROACH AND STRATEGIES: Consistent with key tenets of community-based participatory research (CBPR), this project engaged community partners to develop and implement a unique LHA training curriculum to address cancer health disparities among medically underserved communities in a tricounty area. Seven phases of curriculum development went into designing a final seven-module LHA curriculum. In keeping with principles of CBPR and community engagement, academic-community partners and LHAs themselves were involved at all phases to ensure the needs of academic and community partners were mutually addressed in development and implementation of the LHA program. Community-based LHA programs for outreach, education, and promotion of cancer screening and early detection, are ideal for addressing cancer health disparities in access and quality care. When community-based LHAs are appropriately recruited, trained, and located in communities, they provide unique opportunities to link, bridge, and facilitate quality cancer education, services, and research.

77 FR 42790 - Notice of Funding Availability for the Small Business Transportation Resource Center Program

Federal Register 2010, 2011, 2012, 2013, 2014

2012-07-20

... the opportunity for business centered community-based organizations, transportation-related trade... commerce, trade associations, educational institutions and business-centered community based organizations..., community based entities, colleges and universities, community colleges, and any other qualifying...

Changes in Social Capital and Networks: A Study of Community-Based Environmental Management through a School-Centered Research Program

ERIC Educational Resources Information Center

Thornton, Teresa; Leahy, Jessica

2012-01-01

Social network analysis (SNA) is a social science research tool that has not been applied to educational programs. This analysis is critical to documenting the changes in social capital and networks that result from community based K-12 educational collaborations. We review SNA and show an application of this technique in a school-centered,…

Nutrition Education and Support Program for Community-Dwelling Adults with Intellectual Disabilities

ERIC Educational Resources Information Center

Humphries, Kathleen; Traci, Meg Ann; Seekins, Tom

2008-01-01

To test the efficacy, acceptability, and appropriateness of a nutrition education and support program, 4 community-based group homes for adults with intellectual or developmental disabilities participated in a pilot intervention with extended baseline period and pre--post-test design. Adults (N = 32) with intellectual or developmental…

A Kindergarten Teacher Bringing Science to a Community

ERIC Educational Resources Information Center

Theis, Becky; Galindo, Ed; Shockey, Tod

2014-01-01

The National Aeronautical and Space Administration (NASA) sponsored professional development of educators in the NASA Summer of Innovation (SOI) program. The Idaho, Montana, and Utah (IMU-SOI) program worked with educators and students from thirteen Native American communities. The summer sessions were focused on problem based learning and…

A Church-Based, Spanish-Language Community Education Breast Health Program Increases Awareness and Utilization of Breast Diagnostic Services among Hispanics

ERIC Educational Resources Information Center

Colon-Otero, Gerardo; Albertie, Monica; Rodriguez, Judith; Nicholson, Garik; Kolomeyer, Irina; Moreno-Aspitia, Alvaro; Lesperance, Mary; Perez, Edith A.

2014-01-01

The Mayo Clinic Disparities Program and the University of North Florida Brooks College of Health partnered with representatives of the Hispanic community of Northeast Florida to develop an educational program aimed at raising awareness of the importance of diet in breast cancer prevention and availability of free breast cancer screening. An…

PEP Up Your PE Program: Writing and Implementing a PEP Grant

ERIC Educational Resources Information Center

McCollum, Starla; Elliott, Steven M.; Burke, Michelle M.; Civalier, Aimee; Pruitt, Wayne; Palmer, Scott

2005-01-01

Physical Education for Progress grants, otherwise known as PEP grants, are part of the Carol M. White Physical Education Program administered by the federal government. PEP grants are available to local educational agencies and community-based organizations to initiate, expand, or improve physical education programs, including after-school…

Reaching American Indian Special/Elementary Educators through a Partnership with a Navajo Nation School District.

ERIC Educational Resources Information Center

Heimbecker, Connie; Medina, Catherine; Peterson, Patricia; Redsteer, Denise; Prater, Greg

2002-01-01

This article describes the Reaching American Indian Special/Elementary Educators (RAISE) program, a community-based native teacher education program located on the Navajo reservation in Kayenta, Arizona. The preservice teacher preparation partnership program is designed for uncertified Navajo special and elementary education preservice students…

Teaching, Learning, and Leading with Schools and Communities: Preparing Sophisticated and Resilient Elementary STEM Educators

ERIC Educational Resources Information Center

Smetana, Lara K.; Coleman, Elizabeth R.; Ryan, Ann Marie; Tocci, Charles

2013-01-01

Loyola University Chicago's Teaching, Learning, and Leading With Schools and Communities (TLLSC) program is an ambitious break from traditional university-based teacher preparation models. This clinically based initial teacher preparation program, fully embedded in local schools and community organizations, takes an ecological perspective on the…

Implementing and Evaluating a Rural Community-Based Sexual Abstinence Program: Challenges and Solutions

ERIC Educational Resources Information Center

Stauss, Kimberly; Boyas, Javier; Murphy-Erby, Yvette

2012-01-01

Informing both program evaluation and practice research, this paper describes lessons learned during the planning, implementation, and pilot phases of an abstinence education program based in a rural community in a southern state in the USA. Although a number of challenges can emerge in successfully implementing and evaluating such a program in a…

Ecuadorian Promotores Learn to "Facilitate" Rather than to "Direct."

ERIC Educational Resources Information Center

Aubel, Judi; And Others

1991-01-01

In Ecuador, field workers are trained in community organizing and hygiene education methods to promote maintenance of water and sanitation systems. Workshops based on a community development approach teach workers how to gain entry into communities, collect and analyze information, and develop community education programs. (SK)

Acceptability and Effect of a Community-Based Alcohol Education Program in Rural Sri Lanka

PubMed Central

Siriwardhana, P.; Dawson, A.H.; Abeyasinge, R.

2013-01-01

Aims: To assess the effectiveness and acceptability of a brief community-based educational program on changing the drinking pattern of alcohol in a rural community. Methods: A longitudinal cohort study was carried out in two rural villages in Sri Lanka. One randomly selected village received a community education program that utilized street dramas, poster campaigns, leaflets and individual and group discussions. The control village had no intervention during this period. The Alcohol Use Disorder Identification Test (AUDIT) was used to measure the drinking pattern before and at 6 and 24 months after the intervention in males over 18 years of age in both villages. The recall and the impact of various components of the intervention were assessed at 24 months post-intervention. Results: The intervention was associated with the development of an active community action group in the village and a significant reduction in illicit alcohol outlets. The drama component of the intervention had the highest level of recall and preference. Comparing the control and intervention villages, there were no significant difference between baseline drinking patterns and the AUDIT. There was a significant reduction in the AUDIT scores in the intervention village compared with the control at 6 and 24 months (P < 0.0001). Conclusions: A community-based education program had high acceptance and produces a reduction in alcohol use that was sustained for 2 years. PMID:23161893

"Kickin' Asthma": School-Based Asthma Education in an Urban Community

ERIC Educational Resources Information Center

Magzamen, Sheryl; Patel, Bina; Davis, Adam; Edelstein, Joan; Tager, Ira B.

2008-01-01

Background: In urban communities with high prevalence of childhood asthma, school-based educational programs may be the most appropriate approach to deliver interventions to improve asthma morbidity and asthma-related outcomes. The purpose of this study was to evaluate the implementation of "Kickin' Asthma", a school-based asthma…

Perceived impact of an interprofessional education program on community resilience: an exploratory study.

PubMed

Slack, Marion Kimball; McEwen, Marylyn Morris

2013-09-01

The purpose of this study was to explore the perceived impact of an interprofessional education (IPE) program for health sciences students on two culturally diverse, underserved communities. A community resilience/capacity framework, consisting of catalysts (primarily the creation of awareness) and capital components: human (workforce development), social (networking and empowerment) and economic (volunteer labor and money spent by the program), provided the conceptual underpinnings for the study. Focus groups with stakeholders in two communities, one rural and one metropolitan, were audio-recorded, transcribed and analyzed by categorizing data according to each capital component. In addition to the concepts contained in the capacity framework a new category, informational capital (data specific to the community) emerged during the analysis. We suggest that by acting as a catalyst a community based interprofessional program can affect components of community resilience/capacity, primarily human, social, and informational capital. Using the community resilience/capacity framework facilitated exploration of the perceived impact of an educational program on one rural and one urban underserved community beyond assessing student outcomes or number of clients served.

The Strong Family Program: an innovative model to engage Aboriginal and Torres Strait Islander youth and Elders with reproductive and sexual health community education.

PubMed

Duley, P; Botfield, J R; Ritter, T; Wicks, J; Brassil, A

2017-08-01

Issue addressed Aboriginal youth in Australia often experience high rates of intimate partner violence (family violence) and poorer reproductive and sexual health than their non-Aboriginal counterparts. To address some of the disparities, the Strong Family Program was developed to deliver reproductive and sexual health education to Aboriginal communities in New South Wales. Methods Development of the program was based on an extensive consultation process with Aboriginal communities. It was implemented in three communities, with two groups from each hosting Aboriginal youth and Elders in a yarning circle within the culturally respectful frameworks of 'men and boys'' and 'women and girls'' business. An evaluation was conducted to measure reproductive and sexual health knowledge and attitude changes upon program completion, using pre- and post-program surveys and yarning (focus group discussions). Results Program participants comprised 48 females and 28 males. Overall, mean knowledge and attitude scores improved upon completion of the program (from 77% to 82% and from 4.15 to 4.32 out of 5, respectively). Among participants aged 20 years and under (the youngest participant was 13 years), there was an increase in knowledge (P=0.034); among participants aged over 20 years (the oldest participant was 78 years), there was an increase in positive attitudes (P=0.001). Participants perceived the information provided to be useful and relevant, with many reporting improved knowledge and attitudes around rights and respectful relationships. Conclusions Reproductive and sexual health education in Aboriginal communities should be based on community consultations and carried out within a culturally appropriate framework to promote greater success. Continued implementation of the Strong Family Program will promote increased understanding of respectful relationships and improved health outcomes for Aboriginal young people. So what? The Strong Family Program was based on an extensive consultative process that ensured leadership and involvement from Aboriginal communities, with program content and delivery based on Aboriginal pedagogy and reflecting Aboriginal cultural values. Reproductive and sexual health promotion in Aboriginal communities should be based on community consultations and carried out within a culturally appropriate framework to promote greatest success.

Empowering the people: Development of an HIV peer education model for low literacy rural communities in India

PubMed Central

Van Rompay, Koen KA; Madhivanan, Purnima; Rafiq, Mirriam; Krupp, Karl; Chakrapani, Venkatesan; Selvam, Durai

2008-01-01

Background Despite ample evidence that HIV has entered the general population, most HIV awareness programs in India continue to neglect rural areas. Low HIV awareness and high stigma, fueled by low literacy, seasonal migration, gender inequity, spatial dispersion, and cultural taboos pose extra challenges to implement much-needed HIV education programs in rural areas. This paper describes a peer education model developed to educate and empower low-literacy communities in the rural district of Perambalur (Tamil Nadu, India). Methods From January to December 2005, six non-governmental organizations (NGO's) with good community rapport collaborated to build and pilot-test an HIV peer education model for rural communities. The program used participatory methods to train 20 NGO field staff (Outreach Workers), 102 women's self-help group (SHG) leaders, and 52 barbers to become peer educators. Cartoon-based educational materials were developed for low-literacy populations to convey simple, comprehensive messages on HIV transmission, prevention, support and care. In addition, street theatre cultural programs highlighted issues related to HIV and stigma in the community. Results The program is estimated to have reached over 30 000 villagers in the district through 2051 interactive HIV awareness programs and one-on-one communication. Outreach workers (OWs) and peer educators distributed approximately 62 000 educational materials and 69 000 condoms, and also referred approximately 2844 people for services including voluntary counselling and testing (VCT), care and support for HIV, and diagnosis and treatment of sexually-transmitted infections (STI). At least 118 individuals were newly diagnosed as persons living with HIV (PLHIV); 129 PLHIV were referred to the Government Hospital for Thoracic Medicine (in Tambaram) for extra medical support. Focus group discussions indicate that the program was well received in the communities, led to improved health awareness, and also provided the peer educators with increased social status. Conclusion Using established networks (such as community-based organizations already working on empowerment of women) and training women's SHG leaders and barbers as peer educators is an effective and culturally appropriate way to disseminate comprehensive information on HIV/AIDS to low-literacy communities. Similar models for reaching and empowering vulnerable populations should be expanded to other rural areas. PMID:18423006

A Tracking Assessment Study of Adult Educational Needs in Atlantic and Cape May Counties, New Jersey: A Prototype Application of the Scipione-McDaniel Paradigm. AIR Forum 1980 Paper.

ERIC Educational Resources Information Center

McDaniel, Walter A.; Scipione, Paul A.

Atlantic Community College (New Jersey) undertook to track the educational needs of adult students in its region. There were three purposes: (1) to improve and expand existing educational programs and services; (2) to gear potential new programs and services to specific community educational needs; and (3) to base all institutional plans on an…

Project "Nueva Generacion" and Grow Your Own Teachers: Transforming Schools and Teacher Education from the Inside Out

ERIC Educational Resources Information Center

Skinner, Elizabeth A.

2010-01-01

The on-going quest to more effectively connect teacher candidates with urban communities and schools drives the examination of the role of colleges of education within the school/community context. Given that most community-based teacher education programs originate on campus and then move into communities, it is not surprising that a disconnect…

Creating a New University-Based Community College Leadership Program

ERIC Educational Resources Information Center

Vargas, Juanita Gamez

2013-01-01

The author describes the process for developing a new Community College Leadership (CCL) curriculum for a certificate, master's, and doctoral degree in adult and higher education. The article details the research strategy in learning about Oklahoma's community colleges, existing national community college leadership programs, relevant courses…

Project-Based Learning Communities in Developmental Education: A Case Study of Lessons Learned

ERIC Educational Resources Information Center

Butler, Alison; Christofili, Monica

2014-01-01

This case study tracks the application of project-based learning (PBL) during four separate college terms at Portland Community College in Portland, Oregon. Each term follows a different learning community of first-term college students enrolled in a program of developmental education (DE), reading, writing, math, and college survival and success…

Exploring the Potential for Technology-Based Nutrition Education Among WIC Recipients in Remote Alaska Native Communities.

PubMed

Power, Julianne M; Braun, Kathryn L; Bersamin, Andrea

Estimate media technology use in Alaska Native communities to inform the feasibility of technology-based nutrition education. A self-administered questionnaire was mailed to a random selection of about 50% of Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) authorized representatives in remote Alaska Native communities (n = 975). Media technology use, interest in media technology-based nutrition education, and potential barriers were assessed. Chi-square tests were used to investigate associations among technology use, age, and education. Technology use was common among respondents (n = 368); use was significantly more common among younger age groups and participants with a higher level of education. Smartphone (78.8%) and Facebook (95.8%) use was comparable to national averages, but having a computer at home (38.4%) was much less likely. Less than 50% of participants have Internet access at home. Findings shed light on new opportunities for WIC and other programs to deliver nutrition education to Alaska Native people in remote communities. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Raising Awareness of Assistive Technology in Older Adults through a Community-Based, Cooperative Extension Program

ERIC Educational Resources Information Center

Sellers, Debra M.; Markham, Melinda Stafford

2012-01-01

The Fashion an Easier Lifestyle with Assistive Technology (FELAT) curriculum was developed as a needs-based, community educational program provided through a state Cooperative Extension Service. The overall goal for participants was to raise awareness of assistive technology. Program evaluation included a postassessment and subsequent interview to…

Strategic Partnerships that Strengthen Extension's Community-Based Entrepreneurship Programs: An Example from Maine

ERIC Educational Resources Information Center

Bassano, Louis V.; McConnon, James C., Jr.

2011-01-01

This article explains how Extension can enhance and expand its nationwide community-based entrepreneurship programs by developing strategic partnerships with other organizations to create highly effective educational programs for rural entrepreneurs. The activities and impacts of the Down East Micro-Enterprise Network (DEMN), an alliance of three…

Outcome Evaluation of a Community Center-Based Program for Mothers at High Psychosocial Risk

ERIC Educational Resources Information Center

Rodrigo, Maria Jose; Maiquez, Maria Luisa; Correa, Ana Delia; Martin, Juan Carlos; Rodriguez, Guacimara

2006-01-01

Objective: This study reported the outcome evaluation of the "Apoyo Personal y Familiar" (APF) program for poorly-educated mothers from multi-problem families, showing inadequate behavior with their children. APF is a community-based multi-site program delivered through weekly group meetings in municipal resource centers. Method: A total…

Communicating How Water Works: Results from a Community Water Education Program

ERIC Educational Resources Information Center

Cockerill, Kristan

2010-01-01

Based on feedback from attendees at an environmental summit who requested information about regional water sources, a team comprised of a local nonprofit, a state university, and a cooperative extension office created a community water education program. Undergraduate student interns worked with the author to develop a 20-minute science-based…

A Community Health Education System to meet the health needs of Indo-Chinese women.

PubMed

Ratnaike, R N; Chinner, T L

1992-04-01

This paper presents a Community Health Education System which is cost-effective, sustainable, strongly community-based, and directed at improving the health status of rural women in Indo-china (Kampuchea, Laos and Vietnam). The system is developed through a series of steps which are concerned with the education of Community Health Education Units (in national ministries of health) and, at the village level, among community health workers, women's groups, and other women. The ultimate aim is the establishment of a community health education program in Indochinese villages.

Place-Based Learning: Action Learning in MA Program for Educational Practitioners

ERIC Educational Resources Information Center

Glassner, Amnon; Eran-Zoran, Yael

2016-01-01

The study presents a new pedagogical idea and practice for educational practitioners. The practice was developed as a workshop of MA program in order to change and expand the meaning of education for the wellbeing of the community. The "place-based learning" workshop combined action learning (AL) with project-based learning (PBL). The…

The Legacy Project: A Case Study of Civic Capacity Building and Transformative Educational Leadership in a Community-Based Academic Enrichment Program

ERIC Educational Resources Information Center

Didlick-Davis, Celeste R.

2016-01-01

This study examines how a grassroots educational enrichment program in a small urban economically depressed area builds and uses civic capacity. Using qualitative data collected through a case study of the Legacy Academic Enrichment program in Middletown, Ohio, I identify factors that make Legacy sustainable and successful in a community that has…

Community partnerships in preventing childhood lead poisoning

DOE Office of Scientific and Technical Information (OSTI.GOV)

Dugbatey, K.; Evans, R.G.; Lienhop, M.T.

1995-11-01

Childhood lead poisoning is an environmental health problem that has no socio-economic, racial/ethnic, or regional boundaries. Because the key element in the exposure pathway is lead-based paint, it is more likely to impact inner city urban populations than those living in suburban areas. Suburban development primarily occurred after lead was removed from lead-based paint. It is maximally effective to adopt strategies that promote grassroots community development in designing preventive interventions. This paper reviews such a strategy for building community partnerships that have been instrumental in the development and implementation of an innovative lead education program. Saint Louis University School ofmore » Public Health reaches out to private and public nonprofit community organizations in this community-based lead education program.« less

Engaging Scientists in NASA Education and Public Outreach: Higher Education

NASA Astrophysics Data System (ADS)

Meinke, Bonnie K.; Smith, D. A.; Schultz, G. R.; Lawton, B. L.; Bianchi, L.; Blair, W. P.; Buxner, S.; SEPOF Higher Education Working Group; E/PO Community, SMD

2014-01-01

The NASA Science Education and Public Outreach Forums support the NASA Science Mission Directorate (SMD) and its education and public outreach (E/PO) community through a coordinated effort to enhance the coherence and efficiency of SMD-funded E/PO programs. The Forums foster collaboration between scientists with content expertise and educators with pedagogy expertise. We present opportunities for the astronomy community to participate in collaborations supporting the NASA SMD efforts in the Higher Education community. Members of the Higher Education community include instructors, faculty, and students at community colleges and four-year colleges/universities. The Forums’ efforts for the Higher Education community include a literature review, appraisal of instructors’ needs, coordination of audience-based NASA resources and opportunities, and classroom support materials. Learn how to join in our collaborative efforts to support the Higher Education community based upon mutual needs and interests.

Community-based HIV education and prevention workers respond to a changing environment.

PubMed

Guenter, Dale; Majumdar, Basanti; Willms, Dennis; Travers, Robb; Browne, Gina; Robinson, Greg

2005-01-01

The purpose of this study was to understand the culture, values, skills and activities of staff involved in education and prevention activities in community-based AIDS Service Organizations (ASOs) in Ontario, Canada, and to understand the role of evaluation research in their prevention programming. In this qualitative study, 33 staff members from 11 ASOs participated in semi-structured interviews that were analyzed using the grounded theory approach. ASO staff experience tension between a historical grassroots organizational culture characterized by responsiveness and relevance and a more recent culture of professionalization. Target populations have changed from being primarily gay men to an almost unlimited variety of communities. Program emphasis has shifted from education and knowledge dissemination to a broadly based mandate of health promotion, community development, and harm reduction. Integration of evidence of effectiveness, social-behavioral theory, or systematic evaluation is uncommon. Understanding these points of tension is important for the nursing profession when it is engaged with ASOs in programming or evaluation research.

A Mexico City-Based Immersion Education Program: Training Mental Health Clinicians for Practice with Latino Communities

ERIC Educational Resources Information Center

Platt, Jason James

2012-01-01

This article describes the philosophical foundations and educational methods of a Spanish language and cultural immersion program based in Mexico City, Mexico. The program is designed to assist U.S. graduate students in marriage and family therapy and clinical psychology programs to improve clinical service delivery with Latino clients. Utilizing…

Reflective learning in community-based dental education.

PubMed

Deogade, Suryakant C; Naitam, Dinesh

2016-01-01

Community-based dental education (CBDE) is the implementation of dental education in a specific social context, which shifts a substantial part of dental clinical education from dental teaching institutional clinics to mainly public health settings. Dental students gain additional value from CBDE when they are guided through a reflective process of learning. We propose some key elements to the existing CBDE program that support meaningful personal learning experiences. Dental rotations of 'externships' in community-based clinical settings (CBCS) are year-long community-based placements and have proven to be strong learning environments where students develop good communication skills and better clinical reasoning and management skills. We look at the characteristics of CBDE and how the social and personal context provided in communities enhances dental education. Meaningfulness is created by the authentic context, which develops over a period of time. Structured reflection assignments and methods are suggested as key elements in the existing CBDE program. Strategies to enrich community-based learning experiences for dental students include: Photographic documentation; written narratives; critical incident reports; and mentored post-experiential small group discussions. A directed process of reflection is suggested as a way to increase the impact of the community learning experiences. We suggest key elements to the existing CBDE module so that the context-rich environment of CBDE allows for meaningful relations and experiences for dental students and enhanced learning.

Engaging Scientists in NASA Education and Public Outreach: K - 12 Formal Education

NASA Astrophysics Data System (ADS)

Bartolone, Lindsay; Smith, D. A.; Eisenhamer, B.; Lawton, B. L.; Universe Professional Development Collaborative, Multiwavelength; NASA Data Collaborative, Use of; SEPOF K-12 Formal Education Working Group; E/PO Community, SMD

2014-01-01

The NASA Science Education and Public Outreach Forums support the NASA Science Mission Directorate (SMD) and its education and public outreach (E/PO) community through a coordinated effort to enhance the coherence and efficiency of SMD-funded E/PO programs. The Forums foster collaboration between scientists with content expertise and educators with pedagogy expertise. We present opportunities for the astronomy community to participate in collaborations supporting the NASA SMD efforts in the K - 12 Formal Education community. Members of the K - 12 Formal Education community include classroom educators, homeschool educators, students, and curriculum developers. The Forums’ efforts for the K - 12 Formal Education community include a literature review, appraisal of educators’ needs, coordination of audience-based NASA resources and opportunities, professional development, and support with the Next Generation Science Standards. Learn how to join in our collaborative efforts to support the K - 12 Formal Education community based upon mutual needs and interests.

Competency-Based Adult Education: Florida Model.

ERIC Educational Resources Information Center

Singer, Elizabeth

This compilation of program materials serves as an introduction to Florida's Brevard Community College's (BCC's) Competency-Based Adult High School Completion Project, a multi-year project designed to teach adult administrators, counselors, and teachers how to organize and implement a competency-based adult education (CBAE) program; to critique…

Designing a Community-Based Lay Health Advisor Training Curriculum to Address Cancer Health Disparities

PubMed Central

Gwede, Clement K.; Ashley, Atalie A.; McGinnis, Kara; Montiel-Ishino, F. Alejandro; Standifer, Maisha; Baldwin, Julie; Williams, Coni; Sneed, Kevin B.; Wathington, Deanna; Dash-Pitts, Lolita; Green, B. Lee

2012-01-01

Introduction Racial and ethnic minorities have disproportionately higher cancer incidence and mortality than their White counterparts. In response to this inequity in cancer prevention and care, community-based lay health advisors (LHAs) may be suited to deliver effective, culturally relevant, quality cancer education, prevention/screening, and early detection services for underserved populations. Approach and Strategies Consistent with key tenets of community-based participatory research (CBPR), this project engaged community partners to develop and implement a unique LHA training curriculum to address cancer health disparities among medically underserved communities in a tricounty area. Seven phases of curriculum development went into designing a final seven-module LHA curriculum. In keeping with principles of CBPR and community engagement, academic–community partners and LHAs themselves were involved at all phases to ensure the needs of academic and community partners were mutually addressed in development and implementation of the LHA program. Discussion and Conclusions Community-based LHA programs for outreach, education, and promotion of cancer screening and early detection, are ideal for addressing cancer health disparities in access and quality care. When community-based LHAs are appropriately recruited, trained, and located in communities, they provide unique opportunities to link, bridge, and facilitate quality cancer education, services, and research. PMID:22982709

The Ridge 2000 Program: Promoting Earth Systems Science Literacy Through Science Education Partnerships

NASA Astrophysics Data System (ADS)

Simms, E.; Goehring, E.; Larsen, J.; Kusek, K.

2007-12-01

Sponsored by the National Science Foundation, Ridge 2000 (R2K) is a mid-ocean ridge and hydrothermal vent research program with a history of successful education and public outreach (EPO) programs and products. This presentation will share general science and education partnership strategies and best practices employed by the R2K program, with a particular emphasis on the innovative R2K project From Local to EXtreme Environments (FLEXE). As a new project of the international NSF and NASA sponsored GLOBE earth science education program, FLEXE involves middle and high school students in structured, guided analyses and comparisons of real environmental data. The science and education partnership model employed by FLEXE relies on experienced education coordinators within the R2K and international InterRidge and ChEss science research programs, who directly solicit and facilitate the involvement of an interdisciplinary community of scientists in the project based on their needs and interests. Concurrently, the model also relies on the GLOBE program to facilitate awareness and access to a large, established network of international educators who are interested in the process of science and interacting with the scientific community. The predominantly web-based interfaces that serve to effectively link together the FLEXE science and education communities have been developed by the Center for Science and the Schools at Penn State University, and are based on researched educational pedagogy, tools and techniques. The FLEXE partnership model will be discussed in the context of both broad and specific considerations of audience needs, scientist and educator recruitment, and the costs and benefits for those involved in the project.

Frontier Fields: A Cost-Effective Approach to Bringing Authentic Science to the Education Community

NASA Astrophysics Data System (ADS)

Eisenhamer, B.; Lawton, B.; Summers, F.; Ryer, H.

2015-11-01

For more than two decades, the Hubble EPO program has sought to bring the wonders of the universe to the education community and the public, and to engage audiences in the adventure of scientific discovery. Program components include standards-based, curriculum-support materials, exhibits and exhibit components, and professional development workshops. The main underpinnings of the program's infrastructure are scientist-educator development teams, partnerships, and an embedded program evaluation component. The Space Telescope Science Institute's Office of Public Outreach is leveraging this existing infrastructure to bring the Frontier Fields science program to the education community in a cost-effective way. Frontier Fields observations and results have been, and will continue to be, embedded into existing product lines and professional development offerings. We also are leveraging our new social media strategy to bring the science program to the public in the form of an ongoing blog.

Entrepreneurship education: A strength-based approach to substance use and suicide prevention for American Indian adolescents.

PubMed

Tingey, Lauren; Larzelere-Hinton, Francene; Goklish, Novalene; Ingalls, Allison; Craft, Todd; Sprengeler, Feather; McGuire, Courtney; Barlow, Allison

2016-01-01

American Indian (AI) adolescents suffer the largest disparities in substance use and suicide. Predominating prevention models focus primarily on risk and utilize deficit-based approaches. The fields of substance use and suicide prevention research urge for positive youth development frameworks that are strength based and target change at individual and community levels. Entrepreneurship education is an innovative approach that reflects the gap in available programs. This paper describes the development and evaluation of a youth entrepreneurship education program in partnership with one AI community. We detail the curriculum, process evaluation results, and the randomized controlled trial evaluating its efficacy for increasing protective factors. Lessons learned may be applicable to other AI communities.

Local Observations, Global Connections: An Educational Program Using Ocean Networks Canada's Community-Based Observatories

NASA Astrophysics Data System (ADS)

Pelz, M.; Hoeberechts, M.; Ewing, N.; Davidson, E.; Riddell, D. J.

2014-12-01

Schools on Canada's west coast and in the Canadian Arctic are participating in the pilot year of a novel educational program based on analyzing, understanding and sharing ocean data collected by cabled observatories. The core of the program is "local observations, global connections." First, students develop an understanding of ocean conditions at their doorstep through the analysis of community-based observatory data. Then, they connect that knowledge with the health of the global ocean by engaging with students at other schools participating in the educational program and through supplemental educational resources. Ocean Networks Canada (ONC), an initiative of the University of Victoria, operates cabled ocean observatories which supply continuous power and Internet connectivity to a broad suite of subsea instruments from the coast to the deep sea. This Internet connectivity permits researchers, students and members of the public to download freely available data on their computers anywhere around the globe, in near real-time. In addition to the large NEPTUNE and VENUS cabled observatories off the coast of Vancouver Island, British Columbia, ONC has been installing smaller, community-based cabled observatories. Currently two are installed: one in Cambridge Bay, Nunavut and one at Brentwood College School, on Mill Bay in Saanich Inlet, BC. Several more community-based observatories are scheduled for installation within the next year. The observatories support a variety of subsea instruments, such as a video camera, hydrophone and water quality monitor and shore-based equipment including a weather station and a video camera. Schools in communities hosting an observatory are invited to participate in the program, alongside schools located in other coastal and inland communities. Students and teachers access educational material and data through a web portal, and use video conferencing and social media tools to communicate their findings. A series of lesson plans introduces the teachers and students to cabled observatory technology and instrumentation, including technical aspects and their value in monitoring changing ocean conditions. This presentation will describe the program in more detail and report on our experiences in the first months of the pilot year.

Systematic review of community-based, school-based, and combined delivery modes for reaching school-aged children in mass drug administration programs for schistosomiasis.

PubMed

Burnim, Michael; Ivy, Julianne A; King, Charles H

2017-10-01

The mainstay of current schistosomiasis control programs is mass preventive chemotherapy of school-aged children with praziquantel. This treatment is delivered through school-based, community-based, or combined school- and community-based systems. Attaining very high coverage rates for children is essential in mass schistosomiasis treatment programs, as is ensuring that there are no persistently untreated subpopulations, a potential challenge for school-based programs in areas with low school enrollment. This review sought to compare the different treatment delivery methods based both on their coverage of school-aged children overall and on their coverage specifically of non-enrolled children. In addition, qualitative community or programmatic factors associated with high or low coverage rates were identified, with suggestions for overall coverage improvement. This review was registered prospectively with PROSPERO (CRD 42015017656). Five hundred forty-nine publication of potential relevance were identified through database searches, reference lists, and personal communications. Eligible studies included those published before October 2015, written in English or French, containing quantitative or qualitative data about coverage rates for MDA of school-aged children with praziquantel. Among the 22 selected studies, combined community- and school-based programs achieved the highest median coverage rates (89%), followed by community-based programs (72%). School-based programs had both the lowest median coverage of children overall (49%) and the lowest coverage of the non-enrolled subpopulation of children. Qualitatively, major factors affecting program success included fear of side effects, inadequate education about schistosomiasis, lack of incentives for drug distributors, and inequitable distribution to minority groups. This review provides an evidence-based framework for the development of future schistosomiasis control programs. Based on our results, a combined community and school-based delivery system should maximize coverage for both in- and out-of-school children, especially when combined with interventions such as snacks for treated children, educational campaigns, incentives for drug distributors, and active inclusion of marginalized groups. ClinicalTrials.gov CRD42015017656.

Social Media in Diabetes Education: A Viable Option?

ERIC Educational Resources Information Center

Cooper, Julie; Cox, Jill N.; Corbin, Marilyn A.

2012-01-01

As Extension educators are encouraged to implement more cost-effective and efficient means of programming, the use of Web-based social media has become a popular option. Penn State Extension implemented a social media awareness survey among participants in its community-based diabetes education program to determine familiarity with this medium,…

Impact of Participation in a Community-Based Intimate Partner Violence Prevention Program on Medical Students: A Multi-Center Study

PubMed Central

Guiton, Gretchen; Chirra, Annapoorna; Núñez, Ana E.; Bigby, JudyAnn; Stahl, Christiane; Robertson, Candace; Thul, Elizabeth C.; Miller, Elizabeth; Sims, Abigail; Sachs, Carolyn J.; Pregler, Janet P.

2008-01-01

Background Physicians are generally poorly trained to recognize, treat or refer adolescents at risk for intimate partner violence (IPV). Participation in community programs may improve medical students’ knowledge, skills, and attitudes about IPV prevention. Objective To determine whether the experience of serving as educators in a community-based adolescent IPV prevention program improves medical students’ knowledge, skills, and attitudes toward victims of IPV, beyond that of didactic training. Participants One hundred and seventeen students attending 4 medical schools. Design Students were randomly assigned to didactic training in adolescent IPV prevention with or without participation as educators in a community-based adolescent IPV prevention program. Students assigned to didactic training alone served as community educators after the study was completed. Measurement Knowledge, self-assessment of skills and attitudes about intimate partner violence and future plans to pursue outreach work. Results The baseline mean knowledge score of 10.25 improved to 21.64 after didactic training (p ≤ .001). Medical students in the “didactic plus outreach” group demonstrated higher levels of confidence in their ability to address issues of intimate partner violence, (mean = 41.91) than did students in the “didactic only” group (mean = 38.94) after controlling for initial levels of confidence (p ≤ .002). Conclusions Experience as educators in a community-based program to prevent adolescent IPV improved medical students’ confidence and attitudes in recognizing and taking action in situations of adolescent IPV, whereas participation in didactic training alone significantly improved students’ knowledge. Electronic supplementary material The online version of this article (doi:10.1007/s11606-008-0624-y) contains supplementary material, which is available to authorized users. PMID:18612741

Community Connections: Integrating Community-Based Field Experiences to Support Teacher Education for Diversity

ERIC Educational Resources Information Center

Beaudry, Christine

2015-01-01

In the United States, preservice teachers often graduate and go on to work with students whose backgrounds are different from their own and in communities in which they have limited lived experience (Sleeter 2000). This holds significant implications for teacher education programs given the importance of life and educational experiences in…

Immigrant Identities in the Digital Age: Portraits of Spanish-Speaking Young Men Learning in a Community-Based Setting

ERIC Educational Resources Information Center

Creel-Erickson, Gwen Rene

2013-01-01

Currently the United States is home to a large and increasing immigrant population. Many of these immigrant students use community-based programs for their educational needs. Despite the large number of immigrant students who currently use alternate resources, such as churches and community centers, for education, adult language learners in…

"Sir insulin monk versus the evil Diana betes": a program addressing type 2 diabetes education and prevention in youth.

PubMed

Fenn, Jeanne; Rosales, Cecilia; Logue, Claire

2007-01-01

The purpose of this article is to share an innovative method of integrating community resources into a program designed to deliver age-appropriate and culturally appropriate diabetes education to youth. The educational program involves an interactive dialogue that engages school-aged children in an active process of learning about diabetes. School or community-based settings provide the best venue for presenting information to youth on diabetes. In addition, peer education is an excellent method of creating interest among youth. Many adults have received diabetes education simply by observing the program. This program has become an appealing and interactive method of delivering type 2 diabetes prevention information to children of all ages.

34 CFR 491.3 - What activities may the Secretary fund?

Code of Federal Regulations, 2014 CFR

2014-07-01

... existing resources such as community-based organizations, VISTA recipients, the adult basic education... VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION FOR THE HOMELESS PROGRAM General... for projects that implement a program of literacy training and basic skills remediation for adult...

34 CFR 491.3 - What activities may the Secretary fund?

Code of Federal Regulations, 2013 CFR

2013-07-01

... existing resources such as community-based organizations, VISTA recipients, the adult basic education... VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION FOR THE HOMELESS PROGRAM General... for projects that implement a program of literacy training and basic skills remediation for adult...

34 CFR 491.3 - What activities may the Secretary fund?

Code of Federal Regulations, 2012 CFR

2012-07-01

... existing resources such as community-based organizations, VISTA recipients, the adult basic education... VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION FOR THE HOMELESS PROGRAM General... for projects that implement a program of literacy training and basic skills remediation for adult...

34 CFR 491.3 - What activities may the Secretary fund?

Code of Federal Regulations, 2011 CFR

2011-07-01

... existing resources such as community-based organizations, VISTA recipients, the adult basic education... VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION FOR THE HOMELESS PROGRAM General... for projects that implement a program of literacy training and basic skills remediation for adult...

Reconceptualizing Leadership in Migrant Communities: Latina/o Parent Leadership Retreats as Sites of Community Cultural Wealth

ERIC Educational Resources Information Center

Nava, Pedro E.; Lara, Argelia

2016-01-01

This article examines how the Education Leadership Foundation (a leadership development community based organization) in partnership with the Migrant Education Program use parent retreats for building leadership, and skill development of migrant farm-working families. Utilizing cooperative and community responsive practices, these retreats build…

A Peer-Based Financial Planning & Education Service Program: An Innovative Pedagogic Approach

ERIC Educational Resources Information Center

Goetz, Joseph W.; Durband, Dorothy B.; Halley, Ryan E.; Davis, Kimberlee

2011-01-01

This paper presents a peer-based financial planning and education program as a strategy to address the lack of financial literacy among college students and provide an experiential learning opportunity for students majoring in financial planning or other financial services-related disciplines. Benefits of such programs to campus communities are…

Making the Match: Finding Funding for after School Education and Safety Programs

ERIC Educational Resources Information Center

Sandel, Kate; Hayes, Cheryl; Anuszkiewicz, Brittany; Cohen, Carol; Deich, Sharon

2007-01-01

This guide aims to help California leaders in schools, school districts, and community-based organizations meet the After School Education and Safety (ASES) Program matching requirement and secure funding. This guide is filled with practical information on how to attract and work with school and community partners; how to adopt a strategic…

Money Management for Women: A Demonstration of the Role of Community Organizations in the Delivery of Consumer Education.

ERIC Educational Resources Information Center

Heller, Barbara R.; Florio, Carol

The Money Management for Women program was designed and implemented to provide lower-income women with financial planning information geared to their current level of understanding and financial circumstances. Objectives were to develop a model consumer education program and test the efficacy of community-based organizations as agents in…

Relative Effectiveness of Dissemination Practices Used by Illinois Public Community Colleges in Adult and Continuing Education.

ERIC Educational Resources Information Center

Hardig, Robert J.

In a broad-based survey to determine what community colleges are doing to publicize adult and continuing education programs and the effectiveness of that publicity, administrators ranked the following dissemination methods in order of importance: course schedules, newspaper advertisements, newspaper stories, program flyers, and word of mouth. Word…

Meeting the computer technology needs of community faculty: building new models for faculty development.

PubMed

Baldwin, Constance D; Niebuhr, Virginia N; Sullivan, Brian

2004-01-01

We aimed to identify the evolving computer technology needs and interests of community faculty in order to design an effective faculty development program focused on computer skills: the Teaching and Learning Through Educational Technology (TeLeTET) program. Repeated surveys were conducted between 1994 and 2002 to assess computer resources and needs in a pool of over 800 primary care physician-educators in community practice in East Texas. Based on the results, we developed and evaluated several models to teach community preceptors about computer technologies that are useful for education. Before 1998, only half of our community faculty identified a strong interest in developing their technology skills. As the revolution in telecommunications advanced, however, preceptors' needs and interests changed, and the use of this technology to support community-based teaching became feasible. In 1998 and 1999, resource surveys showed that many of our community teaching sites had computers and Internet access. By 2001, the desire for teletechnology skills development was strong in a nucleus of community faculty, although lack of infrastructure, time, and skills were identified barriers. The TeLeTET project developed several innovative models for technology workshops and conferences, supplemented by online resources, that were well attended and positively evaluated by 181 community faculty over a 3-year period. We have identified the evolving needs of community faculty through iterative needs assessments, developed a flexible faculty development curriculum, and used open-ended, formative evaluation techniques to keep the TeLeTET program responsive to a rapidly changing environment for community-based education in computer technology.

78 FR 4973 - Notice of Funding Availability for the Small Business Transportation Resource Center Program

Federal Register 2010, 2011, 2012, 2013, 2014

2013-01-23

...) Business centered community- based organizations; (2) transportation-related trade associations; (3... chambers of commerce, trade associations, educational institutions and business-centered community based... based entities, colleges and universities, community colleges, and any other qualifying transportation...

Annals of Community-Oriented Education, Volume 3, Part I, 1990.

ERIC Educational Resources Information Center

Engel, C., Ed.; And Others

This collection gathers together several papers reflecting the state of the art in the development of community-based programs in health sciences education. Titles and authors are as follows: "Issues in Implementing a Problem-Based Learning Curriculum at the University of Sherbrooke" (Jacques E. Des Marchais; Bertrand Dumais);…

Centering Faith-Based Identities in Collaborative Contexts: Critically Prophetic Action at the Robinson Community Learning Center

ERIC Educational Resources Information Center

Miller, Peter M.; Caponigro, Jay; Tyson, Luther

2008-01-01

This paper examines the working philosophy of a university-community collaborative program--the Robinson Community Learning Center (RCLC), a multifaceted community service center located in the Northeast Neighborhood of South Bend, Indiana, in the United States. This program's multitude of educational and social services includes individualized…

A new module in caring for older adults: problem-based learning and practice portfolios.

PubMed

Matthews-Smith, G; Oberski, I; Gray, M; Carter, D; Smith, L

2001-02-01

It is not often that educators have the chance to design a new educational program on the basis of up-to-date and locally relevant research findings. We describe the process by which we designed a new module, aimed at registered nurses who care for older adults in the community. The content of the new module was derived from an analysis of educational needs of the potential student population. The mode of delivery was strongly student-centered, using problem-based learning. Assessment was through the building up by students of a practice portfolio. This paper focuses on a description of the new module and how it relates to the findings of the educational needs analysis. The National Board for Nursing, Midwifery and Health Visiting for Scotland put out a tender in 1995 for a community research project on "Educational Provision for Evolving Roles in Community Health Care" (Nursing Times, June, 9, 1995) with the aim of piloting and evaluating an "innovative program which meets changing needs in community health care." A joint bid by Napier University and the University of Glasgow not only proposed to pilot and evaluate the educational program, but also first to develop the content of the program itself through an educational needs analysis. In this paper, we will first provide an outline of the research that underpinned the educational program. Then, we will describe how the results of the needs analysis were implemented into an innovative educational module. Finally, we will give a brief summary of the new module.

Cooperative Education Coordinator's Handbook.

ERIC Educational Resources Information Center

Worley, Tom

Designed to serve as a guide for teacher-coordinators, counselors, administrators, and the employing community, this handbook is a performance-oriented desk reference that provides a base for cooperative education program operations. Chapter 1 overviews cooperative education, contrasts cooperative training and work experience programs, and…

The APA/HRSA Faculty Development Scholars Program: introduction to the supplement.

PubMed

Osborn, Lucy M; Roberts, Kenneth B; Greenberg, Larrie; DeWitt, Tom; Devries, Jeffrey M; Wilson, Modena; Simpson, Deborah E

2004-01-01

The purpose of this project was to improve pediatric primary care medical education by providing faculty development for full-time and community-based faculty who teach general pediatrics to medical students and/or residents in ambulatory pediatric community-based settings. Funding for the program came through an interagency agreement with the Health Resources and Services Administration (HRSA) and the Agency for Healthcare Research and Quality (AHRQ). A train-the-trainer model was used to train 112 scholars who could teach skills to general pediatric faculty across the nation. The three scholar groups focused on community-based ambulatory teaching; educational scholarship; and executive leadership. Scholars felt well prepared to deliver faculty development programs in their home institutions and regions. They presented 599 workshops to 7989 participants during the course of the contract. More than 50% of scholars assumed positions of leadership, and most reported increased support for medical education in their local and regional environments. This national pediatric faculty development program pioneered in the development of a new training model and should guide training of new scholars and advanced and continuing training for those who complete a basic program.

Universal Instructional Design as a Model for Educational Programs

ERIC Educational Resources Information Center

Higbee, Jeanne L.

2007-01-01

This article describes Universal Instructional Design as an inclusive pedagogical model for use in educational programs, whether provided by traditional educational institutions, community-based initiatives, or workplace literacy projects. For the benefit of public relations specialists and classroom educators alike, the article begins with a…

Teen Drinking Prevention Program. Community Action Guide.

ERIC Educational Resources Information Center

Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Substance Abuse Prevention.

Preventing the use of alcohol and other drugs by young people is a critical issue for all Americans. This action guide is designed to help communities create programs that prevent the tragedies caused by underage drinking. It is intended as a tool that communities can use to create a broad-based public education program in which they can…

Engaging Immigrant and Refugee Women in Breast Health Education.

PubMed

Gondek, Matthew; Shogan, May; Saad-Harfouche, Frances G; Rodriguez, Elisa M; Erwin, Deborah O; Griswold, Kim; Mahoney, Martin C

2015-09-01

This project assessed the impact of a community-based educational program on breast cancer knowledge and screening among Buffalo (NY) immigrant and refugee females. Program participants completed language-matched pre- and post-test assessments during a single session educational program; breast cancer screening information was obtained from the mobile mammography unit to which participants were referred. Pre- and post-test knowledge scores were compared to assess changes in responses to each of the six individual knowledge items, as well as overall. Mammogram records were reviewed to identify Breast Imaging Reporting and Data System (BI-RADS) scores. The proportion of correct responses to each of the six knowledge items increased significantly on the post-program assessments; 33 % of women >40 years old completed mammograms. The findings suggest that a health education program for immigrant and refugee women, delivered in community-based settings and involving interpreters, can enhance breast cancer knowledge and lead to improvements in mammography completion.

The health educator as a team leader in primary health care.

PubMed

Brieger, W R; Ramakrishna, J

1986-01-01

Health teams naturally vary in size and composition according to their goals and objectives. Leadership of these teams should also be based on these goals. The goals of community-based primary health care, local involvement, cultural relevance, effective use of local resources, imply an important leadership role for health educators. The experience in the Ibarapa Local Government Area in Nigeria shows that health educators can be effective leaders in guiding a primary health care work group through various stages of program development. The use of a flexible, contractual model of team formation fits in well with the health educator's abilities to coordinate various program inputs and serve as mediator between professionals and the communities they serve. The ultimate mark of the health educator's leadership skills is the incorporation of community members into the health team.

Exploring impacts of multi-year, community-based care programs for orphans and vulnerable children: a case study from Kenya.

PubMed

Larson, Bruce A; Wambua, Nancy; Masila, Juliana; Wangai, Susan; Rohr, Julia; Brooks, Mohamad; Bryant, Malcolm

2013-01-01

The Community-Based Care for Orphans and Vulnerable Children (CBCO) program operated in Kenya during 2006-2010. In Eastern Province, the program provided support to approximately 3000 orphans and vulnerable children (OVC) living in 1500 households. A primary focus of the program was to support savings and loan associations composed of OVC caregivers (typically elderly women) to improve household and OVC welfare. Cross-sectional data were collected in 2011 from 1500 randomly selected households from 3 populations: program participants (CBCO group, n=500), households in the same villages as program participants but not in the program (the local-community-group = Group L, n=300), and households living in nearby villages where the program did not operate (the adjacent-community-group, Group A, n=700). Primary welfare outcomes evaluated are household food security, as measured by the Household Food Insecurity Access instrument, and OVC educational attainment. We compared outcomes between the CBCO and the subset of Group L not meeting program eligibility criteria (L-N) to investigate disparities within local communities. We compared outcomes between the CBCO group and the subset of Group A meeting eligibility criteria (A-E) to consider program impact. We compared outcomes between households not eligible for the program in the local and adjacent community groups (L-N and A-N) to consider if the adjacent communities are similar to the local communities. In May-June 2011, at the end of the OVC program, the majority of CBCO households continued to be severely food insecure, with rates similar to other households living in nearby communities. Participation rates in primary school are high, reflecting free primary education. Among the 18-22 year olds who were "children" during the program years, relatively few children completed secondary school across all study groups. Although the CBCO program likely provided useful services and benefits to program participants, disparities continued to exist in food security and educational outcomes between program participants and their non-OVC peers in the local community. Outcomes for CBCO households were similar to those observed for OVC households in adjacent communities.

Exploring impacts of multi-year, community-based care programs for orphans and vulnerable children: A case study from Kenya

PubMed Central

Larson, Bruce A.; Wambua, Nancy; Masila, Juliana; Wangai, Susan; Rohr, Julia; Brooks, Mohamad; Bryant, Malcolm

2013-01-01

The Community-Based Care for Orphans and Vulnerable Children (CBCO) program operated in Kenya during 2006–2010. In Eastern Province, the program provided support to approximately 3000 orphans and vulnerable children (OVC) living in 1500 households. A primary focus of the program was to support savings and loan associations composed of OVC caregivers (typically elderly women) to improve household and OVC welfare. Cross-sectional data were collected in 2011 from 1500 randomly selected households from 3 populations: program participants (CBCO group, n = 500), households in the same villages as program participants but not in the program (the local-community-group = Group L, n = 300), and households living in nearby villages where the program did not operate (the adjacent-community-group, Group A, n = 700). Primary welfare outcomes evaluated are household food security, as measured by the Household Food Insecurity Access instrument, and OVC educational attainment. We compared outcomes between the CBCO and the subset of Group L not meeting program eligibility criteria (L-N) to investigate disparities within local communities. We compared outcomes between the CBCO group and the subset of Group A meeting eligibility criteria (A-E) to consider program impact. We compared outcomes between households not eligible for the program in the local and adjacent community groups (L-N and A-N) to consider if the adjacent communities are similar to the local communities. In May-June 2011, at the end of the OVC program, the majority of CBCO households continued to be severely food insecure, with rates similar to other households living in nearby communities. Participation rates in primary school are high, reflecting free primary education. Among the 18–22 year olds who were “children” during the program years, relatively few children completed secondary school across all study groups. Although the CBCO program likely provided useful services and benefits to program participants, disparities continued to exist in food security and educational outcomes between program participants and their non-OVC peers in the local community. Outcomes for CBCO households were similar to those observed for OVC households in adjacent communities. PMID:23745629

The Community-based Organizations Working Group of the Space Science Education Support Network

NASA Astrophysics Data System (ADS)

Lutz, J. H.; Lowes, L. L.; Asplund, S.

2004-12-01

The NASA Space Science Support Network Community-based Organizations Working Group (CBOWG) has been working for the past two years on issues surrounding afterschool programs and programs for youth (e.g., Girl Scouts, Boy Scouts, Boys and Girls Clubs, 4-H, summer camps, afterschool and weekend programs for various ages, programs with emphases on minority youth). In this session the co-leaders of the CBOWG will discuss the challenges of working with community-based organizations on a regional or national level. We will highlight some ties that we have forged with the National Institute for Out of School Time (NIOST) and the National Afterschool Association (NAA). We will also talk about efforts to coordinate how various entities within NASA cooperate with community-based organizations to serve the best interests of these groups. We will give a couple of examples of how NASA space science organizations have partnered with community-based organizations. The session will include some handouts of information and resources that the CBOWG has found useful in developing an understanding of this segment of informal education groups. We would like to thank NASA for providing resources to support the work of the CBOWG.

A Student and Teacher Watershed and Wetland Education Program: Extension to Promote Community Social-Ecological Resilience

ERIC Educational Resources Information Center

Myers, Monique R.

2012-01-01

A middle school student and teacher watershed education project supports a large wetland restoration effort. It provides community-based, science education for urban, low-income, multicultural 6th-9th grade students and their teachers. This is a bottom-up approach to extending information to the local community about the restoration. The project…

The design of a community-based health education intervention for the control of Aedes aegypti.

PubMed

Lloyd, L S; Winch, P; Ortega-Canto, J; Kendall, C

1994-04-01

This report describes the process used to develop locally appropriate educational materials and to implement the education component of a community-based Aedes aegypti control program in Merida, Yucatan, Mexico. The process is broken into five stages: formative research, developing recommendations for behavior change, development of educational messages, development and production of educational materials, and distribution of the materials. Appropriate terminology and taxonomies for dengue were obtained from open in-depth interviews; baseline data from a knowledge, beliefs, and practices questionnaire served to confirm this information. A larval survey of house lots was carried out to identify the Ae. aegypti larval production sites found on individual house lots. This enabled the program to target the most important larval habitats. Community groups were organized to work on the development of messages and production of the educational materials to be used. The education intervention was successful in stimulating changes in both knowledge and behavior, which were measured in the evaluations of the intervention. To be successful, community-based strategies must be flexible and adapted to the local setting because of ecologic, cultural, and social differences between localities.

Project Citizen: Students Practice Democratic Principles While Conducting Community Projects

ERIC Educational Resources Information Center

Medina-Jerez, William; Bryant, Carol; Green, Carie

2010-01-01

Project Citizen is a program sponsored by the U.S. Department of Education's congressionally funded Center for Civic Education, which sponsors both domestic and international programs. The Center for Civic Education's Civitas International Programs pair U.S. states with countries around the world based on a variety of factors; including geographic…

Mujeres Unidas en Accion: A Popular Education Process.

ERIC Educational Resources Information Center

Young, Eva; Padilla, Mariwilda

1990-01-01

Describes the development and structure of Mujeres Unidas en Accion, Inc., a nonprofit community-based agency in Dorchester, Massachusetts, that offers educational programs to low-income Latina women, and looks closely at one of its educational components, the Spanish program. (Author/JOW)

Motivations and Perceived Benefits of Older Learners in a Public Continuing Education Program: Influence of Gender, Income, and Health

ERIC Educational Resources Information Center

Narushima, Miya; Liu, Jian; Diestelkamp, Naomi

2013-01-01

The demographic shift towards an older population combined with the increasing demand for self-reliance and community-based care for the elderly calls for a thorough examination of continuing education programs in local communities as a viable means of promoting successful and active aging. This study examined patterns of older adults' motivations…

The development of a community and home-based chronic care management program for older adults.

PubMed

Cooper, Jennifer; McCarter, Kathryn A

2014-01-01

The objective of this paper was to evaluate a chronic care management program piloted by a visiting nurses association. Desired outcomes were to increase nurses' knowledge of self-management of chronic conditions and improve patient self-efficacy and clinical measures. The program provided educational development for nurses and piloted encounters with patients with chronic conditions targeting community health nurses for a chronic care professional (CCP) certification and invited 300 faith community nurses to an education program on chronic condition(s). Thirteen patients with chronic condition(s) were enrolled. Chronic care professional modules were used to increase nurses' knowledge and were measured by successful completion of a certification exam. Faith community nurses participated in an education program and completed a posttest to measure knowledge of content. Patient improvement in self-management was measured by pre- and postintervention self-efficacy scores and clinical measures. Seventeen nurses successfully completed the exam, and 38 faith community nurses participated in the program and completed the posttest. Three patients showed improvement in self-efficacy scores and eight in clinical measures. The educational development of community nurses prepared them to provide effective encounters to improve self-efficacy and clinical outcomes for older adults with chronic conditions. © 2013 Wiley Periodicals, Inc.

Community-Academic Partnership to Implement a Breast and Cervical Cancer Screening Education Program in Puerto Rico.

PubMed

Colón-López, Vivian; González, Daisy; Vélez, Camille; Fernández-Espada, Natalie; Feldman-Soler, Alana; Ayala-Escobar, Kelly; Ayala-Marín, Alelí M; Soto-Salgado, Marievelisse; Calo, William A; Pattatucci-Aragón, Angela; Rivera-Díaz, Marinilda; Fernández, María E

2017-12-01

To describe how a community-academic partnership between Taller Salud Inc., a community-based organization, and the Puerto Rico Community Cancer Control Outreach Program of the University of Puerto Rico was crucial in the adaptation and implementation of Cultivando La Salud (CLS), an evidencebased educational outreach program designed to increase breast and cervical cancer screening among Hispanic women living in Puerto Rico. This collaboration facilitated the review and adaptation of the CLS intervention to improve cultural appropriateness, relevance, and acceptability for Puerto Rican women. A total of 25 interviewers and 12 Lay Health Workers (LHWs) were recruited and trained to deliver the program. The interviewers recruited women who were non-adherent to recommended screening guidelines for both breast and cervical cancer. LHWs then provided one-on-one education using the adapted CLS materials. A total of 444 women were recruited and 48% of them were educated through this collaborative effort. Our main accomplishment was establishing the academic-community partnership to implement the CLS program. Nevertheless, in order to promote better collaborations with our community partners, it is important to carefully delineate and establish clear roles and shared responsibilities for each partner for the successful execution of research activities, taking into consideration the community's needs.

Guide Lines for Evaluation of Continuing Education Programs in Mental Health.

ERIC Educational Resources Information Center

Miller, Norma; And Others

Suggestions for program administrators and training program directors to develop comprehensive plans based on principles of community involvement, education, administration and finance, and the disciplines being taught are broadly outlined. Three accompanying charts illustrate approach to evaluation planning. (NF)

Extending the university into the community to address healthcare disparities.

PubMed

Fitch, Cindy; Donato, Louise; Strawder, Paula

2013-01-01

Healthcare disparities in rural areas contribute to poor health outcomes, but health outcomes are also affected by social determinants of health and lifestyle behaviors. There is a compelling need to promote physical, mental, and financial health through community-based programs that lead to behavior change. The objective of this article is to disseminate information about West Virginia University Extension Service programming as it relates to health issues in rural communities. There is a WVU Extension office in each county with one or more faculty and staff members. They deliver research-based educational programs that promote diabetes self-management, moderate physical activity, healthier food choices, stress management, fall prevention, and financial competency. Healthcare providers are encouraged to refer clients to their local Extension office for educational programs that put knowledge to work.

Linked Learning Communities. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

Linked learning communities in postsecondary education are programs defined by having social and curricular linkages that provide undergraduate students with intentional integration of the themes and concepts that they are learning. The theory behind these programs is that active learning in a community-based setting can improve academic outcomes…

Feasibility of a Brief Community-Based Train-the-Trainer Lesson to Reduce the Risk of Falls among Community Dwelling Older Adults

ERIC Educational Resources Information Center

Gunter, Katherine B.; John, Deborah H.

2014-01-01

The Better Balance, Better Bones, Better Bodies (B-Better©) program was developed to disseminate simple home-based strategies to prevent falls and improve functional health of older adults using a train-the-trainer model. Delivered by Family & Community Education Study Group program volunteers, the lesson stresses the importance of a…

NASA Astrophysics EPO Community: Serving Groups Historically Underrepresented in STEM Fields

NASA Astrophysics Data System (ADS)

Meinke, B. K.; Smith, D. A.; Lawton, B.; Bartolone, L.; Schultz, G.; Manning, J.; NASA Astrophysics EPO Community

2015-11-01

Four Science Education and Public Outreach Forums support and coordinate the NASA Science Mission Directorate (SMD) education and public outreach (EPO) community. The mission- and grant-based EPO programs of this EPO community are uniquely poised to foster collaboration between scientists with content expertise and educators with pedagogy expertise. The Forums engage underserved audiences through coordinated efforts such as NASAScience4Girls and Their Families, which partners NASA science education programs with public libraries to provide NASA-themed, hands-on education activities for girls and their families, along with training for librarians. We present examples of how the NASA EPO community and Forums serve groups historically underrepresented in STEM fields via the NASAScience4Girls and Their Families initiative, including associated metrics and evaluation findings.

78 FR 79691 - Proposed Information Collection Request; Comment Request; The SunWise Program

Federal Register 2010, 2011, 2012, 2013, 2014

2013-12-31

... Program is a school and community-based sun safety education program for children grades K-8. The Program.../affected entities: Elementary and middle school students and educators, recreation workers, and health... appropriate automated electronic, mechanical, or other technological collection techniques or other forms of...

Developing a Community Based Pre-College Medical Science Collaborative.

ERIC Educational Resources Information Center

Shagam, Janet Yagoda

Designed to assist secondary and post-secondary educators develop community interactive science programs, this manual describes steps undertaken at New Mexico's Albuquerque Technical Vocational Institute to develop pre-college medical science programs that encourage local high school students to consider the college's medical technology program.…

Defining the Community-Based Education Alliance: Outcomes, Values, Purposes, and Operating Model

ERIC Educational Resources Information Center

Fina, Nicholas J.

2009-01-01

This paper explores the stakeholder values, desired student outcomes, organizational purposes, and operating model of the Community-based Education Alliance (CBEA), a transition program operated by a partnership between the Center for Disabilities Studies of the University of Delaware, and two school districts in New Castle County, Delaware. The…

Social Theory, Sacred Text, and Sing-Sing Prison: A Sociology of Community-Based Reconciliation.

ERIC Educational Resources Information Center

Erickson, Victoria Lee

2002-01-01

Examines the sociological component of the urban community-based professional education programs at New York Theological Seminary offered at Sing-Sing Prison. Explores the simultaneous use of social theory and sacred texts as teaching tools and intervention strategies in the educational and personal transformation processes of men incarcerated for…

Fitness, Friendship, and Fun: University Sponsored Community PE Program

ERIC Educational Resources Information Center

Stanley, Wendi Wilcox; De Marco, George Mario Paul; Laubach, Lloyd L.; Daprano, Corinne M.

2006-01-01

The purpose of this article is to describe that program, called Fitness, Friendship, and Fun. It is only one of a series of community based, physical education service learning programs. These programs are sponsored by the University of Dayton Health and Sport Science Department in collaboration with a neighboring professional development school,…

Quality Is Key--The Impact of Community Service, Community Service Quality, and Reflection on Adolescents' Volunteering Intentions

ERIC Educational Resources Information Center

van Goethem, Anne A. J.; van Hoof, Anne; Orobio de Castro, Bram; van Aken, Marcel A. G.

2014-01-01

This study examined the effect of community service program-quality on changes in adolescents' intentions to volunteer. Based on the literature, volunteering intentions were expected to increase by programs with high quality community service activities (e.g., instructive activities) and educational activities including reflection. Adolescents (N=…

Strategies used by interdisciplinary rural health training programs to assure community responsiveness and recruit practitioners.

PubMed

Slack, Marion K; Cummings, Doyle M; Borrego, Matthew E; Fuller, Kathi; Cook, Sherrie

2002-05-01

In this article, the strategies used by five US rural interdisciplinary training grant programs to respond to local needs and to promote recruitment in rural communities are described. The programs provide training to 17 health care disciplines and serve disadvantaged Hispanic, African-American, Amish, Native American, and Anglo populations. Four programs are based in academic institutions; one is based in a community health center. The programs provide services to the rural communities through individual clinical or case management services, population-level interventions, and collaborative research. All programs use specific mechanisms (e.g. case conferences or participation in local coalitions) to facilitate collaboration with residents and to link student activities with community or individual needs. Unique strategies include the use of problem-based learning and community health workers on the interdisciplinary team to increase responsiveness. The programs also provide educational support to students while they work in the rural communities. Finally, the primary strategy used to promote recruitment is the training experience in rural communities. The programs also appear to indirectly improve the environment of rural practice.

34 CFR 692.1 - What is the Leveraging Educational Assistance Partnership?

Code of Federal Regulations, 2010 CFR

2010-07-01

... through campus-based community service work learning study programs, hereinafter referred to as community service-learning job programs. (Authority: 20 U.S.C. 1070c-1070c-4) [52 FR 45433, Nov. 27, 1987, as...

Social Networks as a Political Resource: Some Insights Drawn from the Community Organizational and Community Action Experiences.

ERIC Educational Resources Information Center

Rosenbaum, Allan

The development and functioning of urban social networks in highly politicized environments--particularly, the neighborhood based community organization, political coalition building of urban mayors, and community action programs--suggest implications for building locally based educational reform capacity through network development. Community…

Adaptation of an Alcohol and HIV School-Based Prevention Program for Teens

PubMed Central

Springer, Carolyn; Leu, Cheng-Shiun; Ghosh, Shivnath; Sharma, Sunil Kumar; Rapkin, Bruce

2010-01-01

Given the current status of HIV infection in youth in India, developing and implementing HIV education and prevention interventions is critical. The goal for School-based Teenage Education Program (STEP) was to demonstrate that a HIV/AIDS and alcohol abuse educational program built with specific cultural, linguistic, and community-specific characteristics could be effective. Utilizing the Train-the-Trainer model, the instructors (17–21 years) were trained to present the 10 session manualized program to primarily rural and tribal youth aged 13–16 years in 23 schools (N = 1,421) in the northern state of Himachal Pradesh in India. The intervention had a greater impact on girls; girls evidenced greater communication skills and a trend towards greater self efficacy and reduced risk taking behavior. The STEP has been successfully adapted by the community organizations that were involved in coordinating the program at the local level. Their intention to continue STEP beyond extra funding shows that utilizing the local community in designing, implementing and evaluating programs promotes ownership and sustainability. PMID:20589528

Preparing the workforce for healthy aging programs: the Skills for Healthy Aging Resources and Programs (SHARP) model.

PubMed

Frank, Janet C; Altpeter, Mary; Damron-Rodriguez, JoAnn; Driggers, Joann; Lachenmayr, Susan; Manning, Colleen; Martinez, Dana M; Price, Rachel M; Robinson, Patricia

2014-10-01

Current public health and aging service agency personnel have little training in gerontology, and virtually no training in evidence-based health promotion and disease management programs for older adults. These programs are rapidly becoming the future of our community-based long-term care support system. The purpose of this project was to develop and test a model community college career technical education program, Skills for Healthy Aging Resources and Programs (SHARP), for undergraduate college students, current personnel in aging service and community organizations, and others interested in retraining. A multidisciplinary cross-sector team from disciplines of public health, sociology, gerontology and nursing developed four competency-based courses that focus on healthy aging, behavior change strategies, program management, an internship, and an option for leader training in the Chronic Disease Self-Management Program. To enhance implementation and fidelity, intensive faculty development training was provided to all instructors and community agency partners. Baseline and postprogram evaluation of competencies for faculty and students was conducted. Process evaluation for both groups focused on satisfaction with the curricula and suggestions for program improvement. SHARP has been piloted five times at two community colleges. Trainees (n = 113) were primarily community college students (n = 108) and current aging service personnel (n = 5). Statistically significant improvements in all competencies were found for both faculty and students. Process evaluation outcomes identified the needed logical and component adaptations to enhance the feasibility of program implementation, dissemination, and student satisfaction. The SHARP program provides a well-tested, evidence-based effective model for addressing workforce preparation in support of healthy aging service program expansion and delivery. © 2014 Society for Public Health Education.

Engaging Scientists in NASA Education and Public Outreach: Informal Science Education and Outreach

NASA Astrophysics Data System (ADS)

Lawton, Brandon L.; Smith, D. A.; Bartolone, L.; Meinke, B. K.; Discovery Guides Collaborative, Universe; Collaborative, NASAScience4Girls; SEPOF Informal Education Working Group; E/PO Community, SMD

2014-01-01

The NASA Science Education and Public Outreach Forums support the NASA Science Mission Directorate (SMD) and its education and public outreach (E/PO) community through a coordinated effort to enhance the coherence and efficiency of SMD-funded E/PO programs. The Forums foster collaboration between scientists with content expertise and educators with pedagogy expertise. We present opportunities for the astronomy community to participate in collaborations supporting the NASA SMD efforts in the Informal Science Education and Outreach communities. Members of the Informal Science Education and Outreach communities include museum/science center/planetarium professionals, librarians, park rangers, amateur astronomers, and other out-of-school-time educators. The Forums’ efforts for the Informal Science Education and Outreach communities include a literature review, appraisal of informal educators’ needs, coordination of audience-based NASA resources and opportunities, and professional development. Learn how to join in our collaborative efforts to reach the informal science education and outreach communities based upon mutual needs and interests.

Impact of a Rural Special Education Field-Based Program on the Kayenta School System and Community.

ERIC Educational Resources Information Center

Silva, Charlie; And Others

In partnership with the Kayenta Unified School District (KUSD) on the Navajo Reservation in northeastern Arizona, Northern Arizona University developed the Rural Special Education Project (RSEP) as a field-based training program for special education teachers. In the past 3 years, 22 Anglo American and 26 Navajo students have graduated from RSEP.…

Community-Based Research and Approaches to Social Change: The Case of the Hispanic Health Council.

ERIC Educational Resources Information Center

Schensul, Jean J.; And Others

1981-01-01

This article reviews six programs that have applied anthropological concepts, methods, and research to implementing change in American schools, school districts, and communities. The programs are: (1) the West Philadelphia (Pennsylvania) Free School, an experimental alternative education program that emphasizes freedom, individualized instruction,…

Learning Communities in Teacher Education Programs: Four Success Stories.

ERIC Educational Resources Information Center

Cox, Barbara, Ed.

This report describes a program implemented by the Tomas Rivera Center (Claremont, California) to increase the number of well-prepared Latino teachers. Based on the concept of learning communities, the program aims to reduce the isolation experienced by minority students, offer support services that help nontraditional students satisfy academic…

Project CAST.

ERIC Educational Resources Information Center

Charles County Board of Education, La Plata, MD. Office of Special Education.

The document outlines procedures for implementing Project CAST (Community and School Together), a community-based career education program for secondary special education students in Charles County, Maryland. Initial sections discuss the role of a learning coordinator, (including relevant travel reimbursement and mileage forms) and an overview of…

Policy implications of assessing the impact of community-based education on dental school finances.

PubMed

Brown, L Jackson; Bailit, Howard L

2011-10-01

Dental schools are hard pressed to find the resources to adequately fund their mission of education, research, and service. Over the years, schools have tried to make up for the loss in public funds by increasing student tuition, increasing enrollment, and reducing the growth in faculty and staff salaries and program costs. Unfortunately, these strategies have not solved the financial problems. Declining resources are threatening the future of dental education. Data presented in this report attempt to answer the following question: will community-based dental education restore the fiscal health of dental schools and provide students an equal or better education? By reducing the number of chairs per student and developing revenue-sharing relationships with community clinics, community-based dental education offers a realistic option for putting dental schools on a solid financial footing.

Literacy Trails: A Whole-of-Community Program to Encourage Literacy and Numeracy Awareness for Children in Preschool and Early Primary

ERIC Educational Resources Information Center

Ollerenshaw, Alison

2012-01-01

This article describes the evaluation outcomes of an innovative, community based educational initiative to enhance and promote the awareness of literacy and numeracy in young children in two regional communities in Moorabool Shire, Victoria. With the support of committed educational and community partners (through the Moorabool Best Start…

Organizing a Literacy Program for Older Adults. Literacy Education for the Elderly Project.

ERIC Educational Resources Information Center

Jacobs, Bella; Ventura-Merkel, Catherine

This guide describes a model for a community-based literacy program for older adults that uses older adults as tutors. Guidelines are provided to program sponsors for implementing literacy education for older adults. Chapter I provides an overview of the problem of illiterate older adults and literacy education for them. Chapter II addresses the…

Living Alongside: Teacher Educator Experiences Working in a Community-Based Aboriginal Teacher Education Program

ERIC Educational Resources Information Center

Kitchen, Julian; Hodson, John

2013-01-01

Aboriginal education in Canada needs to shift away from the assimilative model to a model of culturally responsive pedagogy. Teacher education programs that serve Aboriginal teachers have an important role to play in developing an education system that both meets mainstream and Indigenous criteria for success. This paper examines the experiences…

Study of the Discipline-Based Education vs. Liberal Education in the Department of Social Sciences, S. P. J. C. [St. Petersburg Junior College, Florida].

ERIC Educational Resources Information Center

McCuskey, E. Scott; Worley, William E.

The heterogeneous nature of community college populations has resulted in an academic dichotomy within two-year institutions. Most institutions offer two types of programs: (1) discipline-based, university parallel programs, oriented toward transferring students to four-year institutions; (2) vocational/technical programs, oriented toward terminal…

Systematic review of community-based, school-based, and combined delivery modes for reaching school-aged children in mass drug administration programs for schistosomiasis

PubMed Central

Burnim, Michael; Ivy, Julianne A.

2017-01-01

Background The mainstay of current schistosomiasis control programs is mass preventive chemotherapy of school-aged children with praziquantel. This treatment is delivered through school-based, community-based, or combined school- and community-based systems. Attaining very high coverage rates for children is essential in mass schistosomiasis treatment programs, as is ensuring that there are no persistently untreated subpopulations, a potential challenge for school-based programs in areas with low school enrollment. This review sought to compare the different treatment delivery methods based both on their coverage of school-aged children overall and on their coverage specifically of non-enrolled children. In addition, qualitative community or programmatic factors associated with high or low coverage rates were identified, with suggestions for overall coverage improvement. Methodology/Principal findings This review was registered prospectively with PROSPERO (CRD 42015017656). Five hundred forty-nine publication of potential relevance were identified through database searches, reference lists, and personal communications. Eligible studies included those published before October 2015, written in English or French, containing quantitative or qualitative data about coverage rates for MDA of school-aged children with praziquantel. Among the 22 selected studies, combined community- and school-based programs achieved the highest median coverage rates (89%), followed by community-based programs (72%). School-based programs had both the lowest median coverage of children overall (49%) and the lowest coverage of the non-enrolled subpopulation of children. Qualitatively, major factors affecting program success included fear of side effects, inadequate education about schistosomiasis, lack of incentives for drug distributors, and inequitable distribution to minority groups. Conclusions/Significance This review provides an evidence-based framework for the development of future schistosomiasis control programs. Based on our results, a combined community and school-based delivery system should maximize coverage for both in- and out-of-school children, especially when combined with interventions such as snacks for treated children, educational campaigns, incentives for drug distributors, and active inclusion of marginalized groups. Trial registration ClinicalTrials.gov CRD42015017656 PMID:29077723

Shared-Time Concept for Area Vocational Education Programs. Community Factors. Interim Report, Part 1 of a Four-Part Series.

ERIC Educational Resources Information Center

Meaders, O. Donald, Ed.; Ekpo-ufot, Abel, Ed.

The Shared-Time Concept project was one of several projects conducted under a grant for a developmental vocational education research and teacher education program based on a clinical school concept. The objectives were (1) to determine the extent and nature of use of shared-time concept for conducting vocational education programs, and (2) to…

Member Perceptions of Informal Science Institution Graduate Certificate Program: Case Study of a Community of Practice

NASA Astrophysics Data System (ADS)

Ball, Lois A.

This research attempted to understand the experiences of a cohort of informal and formal science educators and informal science institution (ISI) community representatives during and after completion of a pilot graduate certificate program. Informal science educators (ISEs) find limited opportunities for professional development and support which influence their contributions to America's science literacy and school science education. This emergent design nested case study described how an innovative program provided professional development and enabled growth in participants' abilities to contribute to science literacy. Data were collected through interviews, participant observations, and class artifacts. The program by design and constituency was the overarching entity that accounted for members' experiences. Three principal aspects of the ISI certificate program and cohort which influenced perceptions and reported positive outcomes were (1) the cohort's composition and their collaborative activities which established a vigorous community of practice and fostered community building, mentoring, and networking, (2) long term program design and implementation which promoted experiential learning in a generative classroom, and (3) ability of some members who were able to be independent or autonomous learners to embrace science education reform strategies for greater self-efficacy and career advancement. This research extends the limited literature base for professional development of informal science educators and may benefit informal science institutions, informal and formal science educators, science education reform efforts, and public education and science-technology-society understanding. The study may raise awareness of the need to establish more professional development opportunities for ISEs and to fund professional development. Further, recognizing and appreciating informal science educators as a diverse committed community of professionals who positively influence science education for everyone is essential.

On any Saturday--a practical model for diabetes education.

PubMed

Carter, Inge R; Nash, Creshelle; Ridgway, Andrea

2002-02-01

Patient self-management is an important part of treating chronic diseases. However, many primary care physicians face barriers in offering office-based diabetes education. This paper will discuss a practical program of community-based diabetes education that can be easily modified for a practitioner's office. Half-day diabetes education workshops geared toward local health care providers and patients with diabetes and their families were conducted in two rural communities in Arkansas. Participants were surveyed with respect to the effectiveness of the program and how they would use what they learned in the program. Thirty-one health care providers and 59 patients with diabetes and their families attended. Program evaluation scores were between 4.1 and 5 on a 5-point Likert scale. One third of the patients commented that they had a better understanding of diet and medication use. Feedback from community health care providers noted that attendance in local diabetes support groups increased after the workshops. Diabetes complications have a large impact on the health of the population and a growing economic impact on the health care industry. Although there are many barriers to diabetes education and control, a practical half-day diabetes workshop on any Saturday can be effectively developed and implemented.

Reshaping the Boundaries of Community Engagement in Design Education: Global and Local Explorations

ERIC Educational Resources Information Center

Hicks, Travis L.; Radtke, Rebekah Ison

2015-01-01

Community-driven design is a current movement in the forefront of many designers' practices and on university campuses in design programs. The authors examine work from their respective public state universities' design programs as examples of best practices. In these case studies, the authors share experiences using community-based design…

Community Organizations' Programming and the Development of Community Science Teachers

ERIC Educational Resources Information Center

Varelas, Maria; Morales-Doyle, Daniel; Raza, Syeda; Segura, David; Canales, Karen; Mitchener, Carole

2018-01-01

In this study, we explored how science teacher candidates construct ideas about science teaching and learning in the context of partnerships with urban community-based organizations. We used a case study design focusing on a group of 10 preservice teachers' participation in educational programming that focused on environmental racism and connected…

Conducting a Community-Based Experiential-Learning Project to Address Youth Fitness

ERIC Educational Resources Information Center

Petersen, Jeffrey C.; Judge, Lawrence; Pierce, David A.

2012-01-01

There is a need within health, physical education, recreation, dance, and sport programs to increase community engagement via experiential learning. The Chase Charlie Races are presented in this article as a model pedagogical strategy to engage community youths and families in a training program and running event to help promote fitness. Key…

Aboriginal Employment & Training Program Development--Toward an Internally Controlled Process.

ERIC Educational Resources Information Center

Stevenson, Phyllis Fay

A case study was conducted of the Peguis Adult High School program (PAHS), a community-based adult education in a Manitoba First Nation community for repeat dropouts and students who did not fit into regular high school. A literature review of the historical relationship between federal/provincial governments and First Nation communities examined…

Developing an Empirical Account of a Community of Practice: Characterizing the Essential Tensions

ERIC Educational Resources Information Center

Barab, Sasha A.; Barnett, Michael; Squire, Kurt

2002-01-01

This article examines the potential of a learning-as-a-part-of-a-community approach, focusing on the participatory process of learning in a community-based, teacher education program; a Community of Teachers (CoT). CoT is a preparation program for preservice teachers working toward secondary teacher certification in which they join an on-going…

Integrating Interprofessional Education and Cultural Competency Training to Address Health Disparities.

PubMed

McElfish, Pearl Anna; Moore, Ramey; Buron, Bill; Hudson, Jonell; Long, Christopher R; Purvis, Rachel S; Schulz, Thomas K; Rowland, Brett; Warmack, T Scott

2018-01-01

Many U.S. medical schools have accreditation requirements for interprofessional education and training in cultural competency, yet few programs have developed programs to meet both of these requirements simultaneously. Furthermore, most training programs to address these requirements are broad in nature and do not focus on addressing health disparities. The lack of integration may reduce the students' ability to apply the knowledge learned. Innovative programs that combine these two learning objectives and focus on disenfranchised communities are needed to train the next generation of health professionals. A unique interprofessional education program was developed at the University of Arkansas for Medical Sciences Northwest. The program includes experiential learning, cultural exposure, and competence-building activities for interprofessional teams of medicine, nursing, and pharmacy students. The activities include (a) educational seminars, (b) clinical experiential learning in a student-led clinic, and (c) community-based service-learning through health assessments and survey research events. The program focuses on interprofessional collaboration to address the health disparities experienced by the Marshallese community in northwest Arkansas. The Marshallese are Pacific Islanders who suffer from significant health disparities related to chronic and infectious diseases. Comparison tests revealed statistically significant changes in participants' retrospectively reported pre/posttest scores for Subscales 1 and 2 of the Readiness for Interpersonal Learning Scale and for the Caffrey Cultural Competence in Healthcare Scale. However, no significant change was found for Subscale 3 of the Readiness for Interpersonal Learning Scale. Qualitative findings demonstrated a change in students' knowledge, attitudes, and behavior toward working with other professions and the underserved population. The program had to be flexible enough to meet the educational requirements and class schedules of the different health professions' education programs. The target community spoke limited English, so providing interpretation services using bilingual Marshallese community health workers was integral to the program's success.

Sociocultural Tailoring of a Healthy Lifestyle Intervention to Reduce Cardiovascular Disease and Type 2 Diabetes Risk Among Latinos

PubMed Central

Martinez, Maria C.; Rayens, Mary Kay; Gokun, Yevgeniya; Meininger, Janet C.

2013-01-01

Background Suboptimal lifestyle factors in combination with genetic susceptibility contribute to cardiovascular disease and type 2 diabetes risk among Latinos. We describe a community–academic collaboration that developed and explored the feasibility of implementing a socioculturally tailored, healthy lifestyle intervention integrating genomics and family history education to reduce risk of cardiovascular disease and type 2 diabetes among Latinos. Community Context The community-based participatory research was conducted with communities in Kentucky, which has a rapidly growing Latino population. This growth underscores the need for socioculturally appropriate health resources. Methods Su Corazon, Su Vida (Your Heart, Your Life) is a Spanish-language, healthy lifestyle educational program to reduce cardiovascular disease and type 2 diabetes risk among Latinos. Twenty natural leaders from an urban Latino community in Kentucky participated in sociocultural tailoring of the program and development of a genomics and family history module. The tailored program was presented to 22 participants to explore implementation feasibility and assess appropriateness for community use. Preintervention and postintervention assessments of genomic knowledge and lifestyle behaviors and qualitative postintervention evaluations were conducted. Outcomes Postintervention improvements in health-promoting lifestyle choices and genomic knowledge specific to cardiovascular disease and type 2 diabetes suggested that the program may be effective in reducing risk. Feedback indicated the program was socioculturally acceptable and responsive to community needs. Interpretation These findings indicated that a tailored healthy lifestyle program integrating genomics and family history education was socioculturally appropriate and may feasibly be implemented to reduce cardiovascular disease and type 2 diabetes risk in a Latino community with limited health care resources. The project highlights contributions of community-based processes in tailoring interventions that are appropriate for community contexts. PMID:24286274

Sociocultural tailoring of a healthy lifestyle intervention to reduce cardiovascular disease and type 2 diabetes risk among Latinos.

PubMed

Mudd-Martin, Gia; Martinez, Maria C; Rayens, Mary Kay; Gokun, Yevgeniya; Meininger, Janet C

2013-11-27

Suboptimal lifestyle factors in combination with genetic susceptibility contribute to cardiovascular disease and type 2 diabetes risk among Latinos. We describe a community-academic collaboration that developed and explored the feasibility of implementing a socioculturally tailored, healthy lifestyle intervention integrating genomics and family history education to reduce risk of cardiovascular disease and type 2 diabetes among Latinos. The community-based participatory research was conducted with communities in Kentucky, which has a rapidly growing Latino population. This growth underscores the need for socioculturally appropriate health resources. Su Corazon, Su Vida (Your Heart, Your Life) is a Spanish-language, healthy lifestyle educational program to reduce cardiovascular disease and type 2 diabetes risk among Latinos. Twenty natural leaders from an urban Latino community in Kentucky participated in sociocultural tailoring of the program and development of a genomics and family history module. The tailored program was presented to 22 participants to explore implementation feasibility and assess appropriateness for community use. Preintervention and postintervention assessments of genomic knowledge and lifestyle behaviors and qualitative postintervention evaluations were conducted. Postintervention improvements in health-promoting lifestyle choices and genomic knowledge specific to cardiovascular disease and type 2 diabetes suggested that the program may be effective in reducing risk. Feedback indicated the program was socioculturally acceptable and responsive to community needs. These findings indicated that a tailored healthy lifestyle program integrating genomics and family history education was socioculturally appropriate and may feasibly be implemented to reduce cardiovascular disease and type 2 diabetes risk in a Latino community with limited health care resources. The project highlights contributions of community-based processes in tailoring interventions that are appropriate for community contexts.

Project TEACH: A Capacity-Building Training Program for Community-Based Organizations and Public Health Agencies.

PubMed

Sauaia, Angela; Tuitt, Nicole R; Kaufman, Carol E; Hunt, Cerise; Ledezma-Amorosi, Mariana; Byers, Tim

2016-01-01

Project TEACH (Teaching Equity to Advance Community Health) is a capacity-building training program to empower community-based organizations and regional public health agencies to develop data-driven, evidence-based, outcomes-focused public health interventions. TEACH delivers training modules on topics such as logic models, health data, social determinants of health, evidence-based interventions, and program evaluation. Cohorts of 7 to 12 community-based organizations and regional public health agencies in each of the 6 Colorado Area Health Education Centers service areas participate in a 2-day training program tailored to their specific needs. From July 2008 to December 2011, TEACH trained 94 organizations and agencies across Colorado. Training modules were well received and resulted in significant improvement in knowledge in core content areas, as well as accomplishment of self-proposed organizational goals, grant applications/awards, and several community-academic partnerships.

Second Interim Report of the Broadly-Based Community Study of Exceptional Education.

ERIC Educational Resources Information Center

Milwaukee Public Schools, WI. Div. of Curriculum and Instruction.

Presented are recommendations of a Milwaukee public school study for the purpose of providing a meaningful, effective, and comprehensive educational program for exceptional students. Fourteen recommendations covering the broad policy of exceptional education include policies on integration into normal school programs, transportation, and early…

Climate Masters of Nebraska: An Innovative Action-Based Approach for Climate Change Education

ERIC Educational Resources Information Center

Pathak, Tapan B.; Bernadt, Tonya; Umphlett, Natalie

2014-01-01

Climate Masters of Nebraska is an innovative educational program that strategically trains community volunteers about climate change science and corresponding ways to reduce greenhouse gas emissions in an interactive and action-based teaching environment. As a result of the program, 91% of participants indicated that they made informed changes in…

Identification of Essential Food Skills for Skill-Based Healthful Eating Programs in Secondary Schools

ERIC Educational Resources Information Center

Fordyce-Voorham, Sandra

2011-01-01

Objective: To identify the food skills deemed essential to include in skill-based healthful eating programs in secondary schools. Methods: Fifty-one food experts including home economics educators, chefs, nutritionists and dietitians, community educators, homemakers, and young people were recruited by invitation, mail, and advertising. Data were…

Reach Out for Health: A Church-Based Pilot Breast Cancer Education Program.

ERIC Educational Resources Information Center

Allen, Jennifer Dacey; Peterson, Karen; Stoddard, Anne M.; Colditz, Graham; Sorensen, Gloria

2002-01-01

Describes the development and testing of Reach Out For Health, a peer-led, church-based breast cancer education program for African American and Hispanic communities. Pretest-posttest evaluation of screening practices and attitudes among women over age 40 indicated that the intervention was associated with improved attitudes toward mammography,…

Issues of Implementation of Early Childhood Education and Support Programs.

ERIC Educational Resources Information Center

Prinsen, Bert

This document comprises three papers related to the implementation of early childhood education, health care, and support programs. The first paper is a brief reflection on the nature of implementation, based on the contributions of Boudewijn Bekkers. The second is a proceedings chapter by Marian Hanrahan titled "Community Based Innovative…

Senior Citizen Celebration Days: A University-Based Education Program

ERIC Educational Resources Information Center

Horacek, Bruce J.; Francke, Sue N.

1978-01-01

Describes a three-day program called "Senior Citizen Celebration Days: A Festival of Education and the Arts" sponsored by the University of Nebraska. Problems involved in planning and developing the program, benefits to older people, the university, and the community, and evaluation of the festival are discussed. (Author)

Parent Involvement in Compensatory Education.

ERIC Educational Resources Information Center

Gordon, Ira J.

This monograph considers the effects of the family on the intellectual and personal development of the child, and the effects of culture upon the family's way of life, and thus, on the child. In a survey of early compensatory education projects, university based programs, and school and community programs are described. Program organizational…

The Effectiveness of Community-Based Occupational Therapy Education and Functional Training Programs for Older Adults: A Critical Literature Review.

ERIC Educational Resources Information Center

Wilkins, Seanne; Jung, Bonny; Wishart, Laurie; Edwards, Mary; Norton, Shelley Gamble

2003-01-01

Results of a literature review describing the provision of education and occupational therapy training programs for older adults indicate that programs are effective in three areas: prevention of functional decline and falls, stroke, and rheumatoid arthritis. (Contains 37 references.) (JOW)

Teaching About the Brain and Reaching the Community: Undergraduates in the Pipeline Neuroscience Program at the University of Pennsylvania

PubMed Central

Edlow, Brian L.; Hamilton, Karen; Hamilton, Roy H.

2007-01-01

This article provides an overview of the University of Pennsylvania School of Medicine’s Pipeline Neuroscience Program, a multi-tiered mentorship and education program for Philadelphia high school students in which University of Pennsylvania undergraduates are integrally involved. The Pipeline Neuroscience Program provides mentorship and education for students at all levels. High school students are taught by undergraduates, who learn from medical students who, in turn, are guided by neurology residents and fellows. Throughout a semester-long course, undergraduates receive instruction in neuroanatomy, neuroscience, and clinical neurology as part of the Pipeline’s case-based curriculum. During weekly classes, undergraduates make the transition from students to community educators by integrating their new knowledge into lesson plans that they teach to small groups of medically and academically underrepresented Philadelphia high school students. The Pipeline program thus achieves the dual goals of educating undergraduates about neuroscience and providing them with an opportunity to perform community service. PMID:23493190

Pollution Prevention through Peer Education: A Community Health Worker and Small and Home-Based Business Initiative on the Arizona-Sonora Border

PubMed Central

Moreno Ramírez, Denise; Ramírez-Andreotta, Mónica D.; Vea, Lourdes; Estrella-Sánchez, Rocío; Wolf, Ann Marie A.; Kilungo, Aminata; Spitz, Anna H.; Betterton, Eric A.

2015-01-01

Government-led pollution prevention programs tend to focus on large businesses due to their potential to pollute larger quantities, therefore leaving a gap in programs targeting small and home-based businesses. In light of this gap, we set out to determine if a voluntary, peer education approach led by female, Hispanic community health workers (promotoras) can influence small and home-based businesses to implement pollution prevention strategies on-site. This paper describes a partnership between promotoras from a non-profit organization and researchers from a university working together to reach these businesses in a predominately Hispanic area of Tucson, Arizona. From 2008 to 2011, the promotora-led pollution prevention program reached a total of 640 small and home-based businesses. Program activities include technical trainings for promotoras and businesses, generation of culturally and language appropriate educational materials, and face-to-face peer education via multiple on-site visits. To determine the overall effectiveness of the program, surveys were used to measure best practices implemented on-site, perceptions towards pollution prevention, and overall satisfaction with the industry-specific trainings. This paper demonstrates that promotoras can promote the implementation of pollution prevention best practices by Hispanic small and home-based businesses considered “hard-to-reach” by government-led programs. PMID:26371028

Pollution Prevention through Peer Education: A Community Health Worker and Small and Home-Based Business Initiative on the Arizona-Sonora Border.

PubMed

Ramírez, Denise Moreno; Ramírez-Andreotta, Mónica D; Vea, Lourdes; Estrella-Sánchez, Rocío; Wolf, Ann Marie A; Kilungo, Aminata; Spitz, Anna H; Betterton, Eric A

2015-09-09

Government-led pollution prevention programs tend to focus on large businesses due to their potential to pollute larger quantities, therefore leaving a gap in programs targeting small and home-based businesses. In light of this gap, we set out to determine if a voluntary, peer education approach led by female, Hispanic community health workers (promotoras) can influence small and home-based businesses to implement pollution prevention strategies on-site. This paper describes a partnership between promotoras from a non-profit organization and researchers from a university working together to reach these businesses in a predominately Hispanic area of Tucson, Arizona. From 2008 to 2011, the promotora-led pollution prevention program reached a total of 640 small and home-based businesses. Program activities include technical trainings for promotoras and businesses, generation of culturally and language appropriate educational materials, and face-to-face peer education via multiple on-site visits. To determine the overall effectiveness of the program, surveys were used to measure best practices implemented on-site, perceptions towards pollution prevention, and overall satisfaction with the industry-specific trainings. This paper demonstrates that promotoras can promote the implementation of pollution prevention best practices by Hispanic small and home-based businesses considered "hard-to-reach" by government-led programs.

Telehealth to Expand Community Health Nurse Education in Rural Guatemala: A Pilot Feasibility and Acceptability Evaluation.

PubMed

McConnell, Kelly A; Krisher, Lyndsay K; Lenssen, Maureen; Bunik, Maya; Bunge Montes, Saskia; Domek, Gretchen J

2017-01-01

Telehealth education has the potential to serve as an important, low-cost method of expanding healthcare worker education and support, especially in rural settings of low- and middle-income countries. We describe an innovative educational strategy to strengthen a long-term health professional capacity building partnership between Guatemalan and US-based partners. In this pilot evaluation, community health nurses in rural Guatemala received customized, interactive education via telehealth from faculty at the supporting US-based institution. Program evaluation of this 10 lecture series demonstrated high levels of satisfaction among learners and instructors as well as knowledge gain by learners. An average of 5.5 learners and 2 instructors attended the 10 lectures and completed surveys using a Likert scale to rate statements regarding lecture content, technology, and personal connection. Positive statements about lecture content and the applicability to daily work had 98% or greater agreement as did statements regarding ease of technology and convenience. The learners agreed with feeling connected to the instructors 100% of the time, while instructors had 86.4% agreement with connection related statements. Instructors, joining at their respective work locations, rated convenience statements at 100% agreement. This evaluation also demonstrated effectiveness with an average 10.7% increase in pre- to posttest knowledge scores by learners. As the global health community considers efficiency in time, money, and our environment, telehealth education is a critical method to consider and develop for health worker education. Our pilot program evaluation shows that telehealth may be an effective method of delivering education to frontline health workers in rural Guatemala. While larger studies are needed to quantify the duration and benefits of specific knowledge gains and to perform a cost-effectiveness analysis of the program, our initial pilot results are encouraging and show that a telehealth program between a US-based university and a rural community health program in a low- and middle-income country is both feasible and acceptable.

Telehealth to Expand Community Health Nurse Education in Rural Guatemala: A Pilot Feasibility and Acceptability Evaluation

PubMed Central

McConnell, Kelly A.; Krisher, Lyndsay K.; Lenssen, Maureen; Bunik, Maya; Bunge Montes, Saskia; Domek, Gretchen J.

2017-01-01

Telehealth education has the potential to serve as an important, low-cost method of expanding healthcare worker education and support, especially in rural settings of low- and middle-income countries. We describe an innovative educational strategy to strengthen a long-term health professional capacity building partnership between Guatemalan and US-based partners. In this pilot evaluation, community health nurses in rural Guatemala received customized, interactive education via telehealth from faculty at the supporting US-based institution. Program evaluation of this 10 lecture series demonstrated high levels of satisfaction among learners and instructors as well as knowledge gain by learners. An average of 5.5 learners and 2 instructors attended the 10 lectures and completed surveys using a Likert scale to rate statements regarding lecture content, technology, and personal connection. Positive statements about lecture content and the applicability to daily work had 98% or greater agreement as did statements regarding ease of technology and convenience. The learners agreed with feeling connected to the instructors 100% of the time, while instructors had 86.4% agreement with connection related statements. Instructors, joining at their respective work locations, rated convenience statements at 100% agreement. This evaluation also demonstrated effectiveness with an average 10.7% increase in pre- to posttest knowledge scores by learners. As the global health community considers efficiency in time, money, and our environment, telehealth education is a critical method to consider and develop for health worker education. Our pilot program evaluation shows that telehealth may be an effective method of delivering education to frontline health workers in rural Guatemala. While larger studies are needed to quantify the duration and benefits of specific knowledge gains and to perform a cost-effectiveness analysis of the program, our initial pilot results are encouraging and show that a telehealth program between a US-based university and a rural community health program in a low- and middle-income country is both feasible and acceptable. PMID:28405582

Developmental Stages and Work Capacities of Community Coalitions: How Extension Educators Address and Evaluate Changing Coalition Needs

ERIC Educational Resources Information Center

Nichols, Allison; Riffe, Jane; Peck, Terrill; Kaczor, Cheryl; Nix, Kelly; Faulkner-Van Deysen, Angela

2014-01-01

Extension educators provide resources to community coalitions. The study reported here adds to what is known about community coalitions and applies an assessment framework to a state-level coalition-based Extension program on healthy relationships and marriages. The study combines the Internal Coalition Outcome Hierarchy (ICOH) framework with four…

Live-In Training Experience (LITE). A Transition Program for Youth with Disabilities.

ERIC Educational Resources Information Center

Sands, Deanna J.; And Others

1995-01-01

A program was implemented to provide a community-based living and work experience for students with mild/moderate mental retardation making the transition from high school to adult life. The program focuses on independent living skills, vocational education, and functional academic instruction. It incorporates shared resources, community-based…

Training the Ethanol Workforce: The Importance of Partners in Niche Program Development

ERIC Educational Resources Information Center

Kube, Connie; Dempsey, Sarah J.; Pohlman, Charles

2008-01-01

Educational, industry, and state leaders worked together to design a program to meet the training needs of Nebraska's fast-growing ethanol industry. The statewide initiative, guided by Northeast Community College and funded through the President's Community-Based Job Training Grants program, is developing dual-credit, short-term training that…

Higher Education Military and Veteran Student Program Success: A Qualitative Study of Program Administration Best Practice Application

ERIC Educational Resources Information Center

Murillo, Rose L.

2017-01-01

Purpose: The purpose of this study was to determine how Southern California community colleges have implemented best practices based on the 8 Keys to Veterans' Success as identified by the U.S. Departments of Education, Defense, and Veterans Affairs to effectively support and retain military and veteran students in higher education programs. The…

Shifting Views: Exploring the Potential for Technology Integration in Early Childhood Education Programs

ERIC Educational Resources Information Center

Dietze, Beverlie; Kashin, Diane

2013-01-01

Using technology with children in play-based early learning programs creates questions for some within the Early Childhood Education (ECE) community. This paper presents how two faculty who teach in ECE-related degree programs integrated educational technology into their teaching pedagogy as a way to model to their students how it can be used to…

Health Promotion in the Community: Impact of Faith-Based Lay Health Educators in Urban Neighborhoods.

PubMed

Galiatsatos, Panagis; Sundar, Siddhi; Qureshi, Adil; Ooi, Gavyn; Teague, Paula; Daniel Hale, W

2016-06-01

Promoting wellness and providing reliable health information in the community present serious challenges. Lay health educators, also known as community health workers, may offer a cost-effective solution to such challenges. This is a retrospective observational study of graduates from the Lay Health Educator Program (LHEP) at Johns Hopkins Bayview Medical Center from 2013 to 2014. Students were enrolled from the surrounding community congregations and from the hospital's accredited clinical pastoral education program. There were 50 events implemented by the lay health educators during the 2014-2015 time period, reaching a total of 2004 individuals. The mean time from date of graduation from the LHEP to implementation of their first health promotional event was 196 ± 76 days. A significant number of lay health educators implemented events within the first year after completing their training. Ongoing monitoring of their community activity and the clinical impact of their efforts should be a priority for future studies.

Educational Learning and Enrichment Center (ELEC), Inc., 1996-97. Research Report on an Educational Program.

ERIC Educational Resources Information Center

Houston Independent School District, TX. Dept. of Research and Accountability.

The Educational Learning and Enrichment Center (ELEC) entered into a contract with the Houston Independent School District (HISD) (Texas) to provide a community-based alternative education program for HISD eligible students who had dropped out of school and were considered to be at risk of not completing their basic education. The 1996-97…

Science and the City: Community Cultural and Natural Resources at the Core of a Place-Based, Science Teacher Preparation Program

ERIC Educational Resources Information Center

Miele, Eleanor A.; Powell, Wayne G.

2010-01-01

The departments of Geology and Education at Brooklyn College collaborated with five informal educational institutions in the development of a place-based graduate program for Earth science teachers. The team used "backward design" to develop a program of courses that are thematically structured and use a city-as-lab approach that places…

School-based sleep education program improves sleep and academic performance of school-age children.

PubMed

Gruber, Reut; Somerville, Gail; Bergmame, Lana; Fontil, Laura; Paquin, Soukaina

2016-05-01

The objective of this study was to develop and evaluate the effectiveness of a school-based sleep education program aimed at improving the sleep and academic performance of school-age children. Using a community-based participatory research approach, we created a school-based sleep education program, "Sleep for Success"™ (SFS), composed of four distinct modules that addressed the children, their family and community, the school staff, and decision makers within the school setting. Implementation was carried out in three elementary schools. Seventy-one students participated in the evaluation of the program. The effectiveness of the SFS program was evaluated using non-randomized controlled before-and-after study groups (intervention and control) assessed over two time points (pre- and post-program implementation). Before (baseline) and after implementation, sleep and academic performance were measured using actigraphy and report card marks, respectively. In the intervention group, true sleep was extended by 18.2 min per night, sleep efficiency improved by 2.3%, and sleep latency was shortened by 2.3 min, and report card grades in mathematics and English improved significantly. No changes were noted in the control group. Participation in the sleep education program was associated with significant improvements in children's sleep and academic performance. Copyright © 2016 Elsevier B.V. All rights reserved.

Adapting and implementing evidence-based cancer education interventions in rural Appalachia: real world experiences and challenges

PubMed Central

Vanderpool, RC; Gainor, SJ; Conn, ME; Spencer, C; Allen, AR; Kennedy, S

2014-01-01

Introduction There is recognition among public health scholars and community practitioners that translating cancer prevention and control research into practice is challenging. This circumstance is particularly germane to medically underserved communities, such as rural Appalachia, where few evidence-based interventions originate and cancer incidence and mortality are elevated. Methods A case study approach was selected to examine the collective experience of 13 West Virginia community organizations awarded mini-grants requiring the use of an evidence-based cancer control intervention. Methods included a systematic review of grant applications and final programmatic reports, a faxed survey, and qualitative, in-depth interviews with key stakeholders. Results Appalachian grantees reported notable challenges with selecting, adapting, and implementing evidence-based cancer education interventions. Evidence-based programming was viewed as a barrier. Grantees made a range of adaptations to meet constituent needs, thereby jeopardizing intervention fidelity. However, programs were perceived as successful due to community participation and engagement, some element of behavioral change, dissemination of the health message, and establishment of collaborative partnerships. Conclusions A descriptive examination provides insights into the challenges of translating research to practice. This Appalachian cancer education grant program also highlights areas of compromise that are important for researchers and practitioners to understand. PMID:21988459

GUIDING THE RETARDED CHILD, AN APPROACH TO A TOTAL EDUCATIONAL PROGRAM.

ERIC Educational Resources Information Center

BAUMGARTNER, BERNICE B.

THIS BOOK PRESENTS AN APPROACH TO EDUCATING THE MENTALLY RETARDED CHILD, WITH THE EMPHASIS ON PROVIDING A COMPREHENSIVE EDUCATIONAL PROGRAM BASED ON CREATING A HOME-SCHOOL-COMMUNITY ENVIRONMENT. IT IS ADDRESSED TO SPECIAL EDUCATION AND SPECIAL SUBJECT TEACHERS, TO THE REGULAR CLASSROOM TEACHER WITH A MENTALLY RETARDED CHILD IN HIS CLASS, AND TO…

Investigating Value Creation in a Community of Practice with Social Network Analysis in a Hybrid Online Graduate Education Program

ERIC Educational Resources Information Center

Cowan, John E.; Menchaca, Michael P.

2014-01-01

This study reports an analysis of 10?years in the life of the Internet-based Master in Educational Technology program (iMET) at Sacramento State University. iMET is a hybrid educational technology master's program delivered 20% face to face and 80% online. The program has achieved a high degree of success, with a course completion rate of 93% and…

Innovative Graduate Research Education for Advancement of Implementation Science in Adolescent Behavioral Health.

PubMed

Burton, Donna L; Levin, Bruce Lubotsky; Massey, Tom; Baldwin, Julie; Williamson, Heather

2016-04-01

An innovative approach to research education that integrates the theory and principles of implementation science, participatory research, and service learning in the area of adolescent behavioral health is presented. Qualitative interviews and surveys of program participants have been conducted to assess the program's curricula, service-learning partnerships, student (scholar) satisfaction, and views of community partnerships and academic mentors. The Institute has experienced the successful completion of its first and second cohorts and enrollment of a third cohort of scholars. Community partners are utilizing results of service-learning projects to influence agency operations. Institute scholars have identified research and service learning experiences as key factors in the decision to apply to the Institute graduate certificate program. The availability of tuition support is identified as valuable but not ranked as the most important reason for scholar interest in the program. Academic mentors report positive relationships with community agencies. Future iterations of the program will expand options for distance learning and alternatives to traditional graduate education for community-based scholars. Community partner agency capacity for participation is expected to change over time. Methods are being identified to both sustain existing partnerships and develop new community partnership relationships.

Evaluation of a community health representative program among the Cree of northern Quebec.

PubMed

Lavallée, C; James, C A; Robinson, E J

1991-01-01

The James Bay Cree Community Health Representative (CHR) program was implemented in 1984 to train persons from the Cree population of northern Quebec to act as health care advocates and educators, as intermediaries between the Cree population, health services and local organizations, and as participants in assessing health needs. A formative evaluation was initiated which included quantitative analysis of the daily tasks of CHRs and a qualitative component based on documentary research, observation and semi-structured interviews. The evaluation revealed that CHRs actively participated in the ongoing community health programs mainly through health education; the people interviewed showed a high level of satisfaction. However, direct supervision, sufficient continuing education for the CHRs and better integration into health care teams are long-term goals which need to be emphasized in the program.

Evaluation of a community based childhood injury prevention program.

PubMed Central

Bablouzian, L.; Freedman, E. S.; Wolski, K. E.; Fried, L. E.

1997-01-01

OBJECTIVES: This pilot study evaluates the effectiveness of a community based childhood injury prevention program on the reduction of home hazards. METHODS: High risk pregnant women, who were enrolled in a home visiting program that augments existing health and human services, received initial home safety assessments. Clients received education about injury prevention practices, in addition to receiving selected home safety supplies. Fourteen questions from the initial assessment tool were repeated upon discharge from the program. Matched analyses were conducted to evaluate differences from initial assessment to discharge. RESULTS: A significantly larger proportion of homes were assessed as safe at discharge, compared with the initial assessment, for the following hazards: children riding unbuckled in all auto travel, Massachusetts Poison Center sticker on the telephone, outlet plugs in all unused electrical outlets, safety latches on cabinets and drawers, and syrup of ipecac in the home. CONCLUSIONS: A community based childhood injury prevention program providing education and safety supplies to clients significantly reduced four home hazards for which safety supplies were provided. Education and promotion of the proper use of child restraint systems in automobiles significantly reduced a fifth hazard, children riding unbuckled in auto travel. This program appears to reduce the prevalence of home hazards and, therefore, to increase home safety. PMID:9113841

Breast care screening for underserved African American women: Community-based participatory approach.

PubMed

Davis, Cindy; Darby, Kathleen; Moore, Matthew; Cadet, Tamara; Brown, Gwendolynn

2017-01-01

Traditional health promotion models often do not take into account the importance of shared cultural backgrounds, beliefs, and experiences unique to underserved African American women when designing community-based cancer screening and prevention programs. Thus, the purpose of this study was the development, implementation, and evaluation of a community-based participatory research (CBPR) program designed to increase breast cancer screening awareness in an underserved African American population by providing culturally appropriate social support and information. The study includes 357 African American women who participated in the program and completed the 6-month follow-up questionnaire. The program consisted of a 45-minute play, using community members and storytelling to honor and incorporate five different cultural experiences (skits) with breast care and cancer. Overall, findings indicate that the educational intervention was effective. In addition, these findings are consistent with the literature that suggests that educational interventions that include knowledge to alleviate concerns, dispel myths, and create awareness can increase breast cancer screening participation rates. Furthermore, these findings confirm the importance of CBPR in health promotion activities in reducing health and cancer disparities.

A review of barriers to effective asthma management in Puerto Ricans: cultural, healthcare system and pharmacogenomic issues.

PubMed

Alicea-Alvarez, Norma; Swanson-Biearman, Brenda; Kelsen, Steven G

2014-02-01

Among the Hispanic community, Puerto Ricans have the highest prevalence of asthma and manifest the worst outcomes. The expected growth of the Hispanic population in the USA in the next several decades make elimination of disparate care in Puerto Rican asthmatics a matter of national importance. The purpose of this review of the literature (ROL) is to examine a variety of health system, genetic and cultural barriers in the Puerto Rican community which have created disparities in asthma care and outcomes among adult and pediatric Hispanic populations. In addition, this ROL describes several culturally sensitive, community-based educational interventions which can be used as a framework for future projects to improved asthma outcomes. Databases searched included Medline, PubMED, EBSCOhost, PsycINFO, CINAHL, Google Scholar and ERIC. Papers published in English from January 1990 to January 2012 were reviewed. Health system policies, insurer compensation patterns, clinician attitudes and cultural values/folk remedies in the Puerto Rican community represent barriers to effective asthma management, the use of controller medication and the implementation of educational interventions. In addition, genetic factors involving the beta-2 adrenergic receptor gene, which impair the response to albuterol, appear to contribute to poorer outcomes in Puerto Rican asthmatics. In contrast, several comprehensive, community-based, culturally sensitive educational interventions such as Controlling Asthma in American Cities Project (CAACP), the Racial and Ethnic Approach to Community Health in the US Program and Healthy Hoops programs (REACH) have been described. We believe that culturally sensitive community-based asthma education programs can serve as models for programs targeted toward Puerto Ricans to help decrease asthma morbidity. Moreover, greater sensitivity to Puerto Rican mores and folk remedies on the part of healthcare providers may improve the patient-clinician rapport and, hence, asthma outcomes. Finally, given ethnically based differences in pharmacogenomics, clinical trials targeting the Puerto Rican population may help to better define optimal asthma medication regimens in this ethnic group.

Tennessee Education Lottery Scholarship Program Annual Report: Recipient Outcomes through Fall 2012

ERIC Educational Resources Information Center

Tennessee Higher Education Commission, 2013

2013-01-01

The Tennessee Education Lottery Scholarship (TELS) program was designed to meet the unique needs of the state of Tennessee while also incorporating the hallmark elements of existing merit-based aid programs in other states. Developed through a process involving elected officials and members of the academic community, the TELS program aims to…

Magnificent Mum Education Program Featuring the Mum Kids (Grades 4-5).

ERIC Educational Resources Information Center

Kelleher, Christine, Ed.

Magnificent Mum Education Program is a theme-based program developed around the garden mum. With its bright colors, various flower forms, perennial life cycle, and easy propagation, the garden mum is ideal for classroom use and community planting programs. The mum-theme lessons can be integrated into all subject areas including science, math,…

Magnificent Mum Education Program Featuring the Mum Kids (Grades 2-3).

ERIC Educational Resources Information Center

Kelleher, Christine, Ed.

The Magnificent Mum Education Program is a theme-based program developed around the garden mum. With its bright colors, various flower forms, perennial life cycle, and easy propagation, the garden mum is ideal for classroom use and community planting programs. The mum-theme lessons can be integrated into all subject areas including science, math,…

Better Outcomes for All: Promoting Partnerships Between Head Start and State Pre-K

ERIC Educational Resources Information Center

Stebbins, Helene; Scott, L. Carol

2007-01-01

Every day, millions of three- and four-year-old children attend early education programs. The range of early childhood education program models includes, among others, state-funded pre-k, Head Start, and child care programs. Children attend these programs in public schools, private schools, colleges, businesses, community-based centers, and homes.…

[Popular education in health and nutrition: literature review].

PubMed

Mueses De Molina, C

1993-01-01

This literature review of popular education in health and nutrition is intended to provide the necessary theoretical framework for proposals and programs for human resource development in food and nutrition. The work contains a summary of the objectives, purposes, and methodology of popular education in general, a discussion of applications of popular education techniques to health and nutrition education, and a description of some projects based on popular education. Popular education was developed in Latin America by Paulo Freire and others as a response to political domination. Its basic objective was to make the oppressed masses aware of their condition and able to struggle for the transformation of society. Popular education views community participation, development of consciousness, and integration with social and economic activity as fundamental attributes. Participation should be developed through community organizations and should continue for the duration of the educational intervention. The right of all persons to participate in a plane of equality should be recognized. Community or popular education should be conceived as a process of permanent education that will continue throughout the lifetime of individuals and groups. Popular education is directed toward population sectors excluded from participation in employment, family, community, mass communications, education, and leisure activities. Such population sectors are concentrated in the urban periphery and in rural areas. Abandonment of traditional educational techniques and assumption of an active role by community members are elements in development of the methodology of popular education. Steps in the methodology include investigation of possible themes, selection of themes to serve as points of departure, definition of the problem, and action programs. Popular education in nutrition and health begins by asking what problems need to be remedied. The entire process of training and education in health should be centered in the community and be accessible, timely, and gradual, based on the experience of the population. Health personnel should be informed about the strategies and techniques of popular education. A wide variety of teaching materials has been prepared for popular education in health and nutrition. Although some earlier initiatives involving health and nutrition education have had short-term and limited success in Latin America, more successful programs based on the principals of popular education have also been developed.

Summer Adventure: You Can Make It Happen in Your Community.

ERIC Educational Resources Information Center

Butler, Bill

Summer Adventure, a university-based, full-day, community education program for kindergartners and elementary students is described. The program offers physical and enrichment activities, an "extravaganza," and production and leadership in training activities. The physical activities include golf, swimming, volleyball, and gymnastics. Fitness…

The outdoor air quality flag program in central California: a school-based educational intervention to potentially help reduce children's exposure to environmental asthma triggers.

PubMed

Shendell, Derek G; Rawling, Mary-Michal; Foster, Christine; Bohlke, Alicia; Edwards, Bobbie; Rico, Susie A; Felix, Justina; Eaton, Sandra; Moen, Stephanie; Roberts, Eric M; Love, Mary Beth

2007-10-01

This paper describes a novel school-based, visual environmental public health educational intervention intended to help reduce the exposure of children-and adults-to outdoor air pollution, including known environmental asthma triggers like ozone and particles. The overarching goal was to enhance the learning, recreational, and work environments of students and staff. The specific purpose of the Asthma-Friendly Outdoor (Ambient) Air Quality Flag Program was to establish an education and communication tool for Central California communities that would accomplish two things: (1) Establish permanent local policy change to existing operating procedures in school districts and schools to help reduce the exposure of students, teachers, staff, and nearby communities to outdoor environmental asthma triggers and (2) provide education on air quality and potential health effects of exposure to air pollutants. Data on the program from its initial years are presented. To date, the following important lessons have been learned: (1) Science-based, simple, visual, low-cost school-based educational interventions to help reduce human exposure to outdoor environmental asthma triggers (i.e., ozone, particles, and pollens) can work in socioeconomically and ethnically diverse urban and rural or agricultural communities, and (2) local health and environmental justice groups such as asthma coalitions can successfully lead school-based environmental interventions to help improve children's quality of life.

Partnering for Health with Nebraska's Latina Immigrant Community Using Design Thinking Process.

PubMed

Ramos, Athena K; Trinidad, Natalia; Correa, Antonia; Rivera, Roy

2016-01-01

The Center for Reducing Health Disparities at the University of Nebraska Medical Center partnered with El Centro de Las Americas, a community-based organization, and various community members to develop a 1-day Spanish-language health conference entitled El Encuentro de La Mujer Sana (Healthy Woman Summit) for immigrant Latinas in Nebraska during May 2013 as part of National Women's Health Week. Design thinking was used to create a meaningful learning experience specifically designed for monolingual Spanish-speaking immigrant Latinas in Nebraska and build a foundation for collaboration between an academic institution, community-based organizational partners, and community members. We used the design thinking methodology to generate ideas for topics and prototyped agendas with community stakeholders that would be relevant and provide culturally and linguistically appropriate health education. By developing community-based health education programs for Latinas with Latinas through a community-engaged co-creation process, organizations and communities build trust, enhance community capacity, and meet identified needs for education and service. Design thinking is a valuable tool that can be used to develop community health education initiatives and enhance civic participation. This method holds promise for health education and public health in becoming more relevant for traditionally marginalized or disenfranchised populations.

Parent Evaluation of Community Based Rehabilitation in Jamaica.

ERIC Educational Resources Information Center

Thorburn, M. J.

1992-01-01

A survey of parent views of the community-based rehabilitation program in two Jamaican communities is reported. Analysis of the 539 questionnaire responses indicated appreciation of home visits, increased knowledge, and improved attitudes and child-rearing practices. Unmet needs in child and parent education were also identified. (DB)

24 CFR 597.201 - Evaluating the strategic plan.

Code of Federal Regulations, 2014 CFR

2014-04-01

... considers issues of design and amenities that will foster a sustainable community, such as open spaces..., attitude, and initiative to make work rewarding; (7) Education goals. The extent to which schools... initiatives and community based drug abuse education programs; (10) Equal opportunity. The extent to which the...

24 CFR 597.201 - Evaluating the strategic plan.

Code of Federal Regulations, 2012 CFR

2012-04-01

... considers issues of design and amenities that will foster a sustainable community, such as open spaces..., attitude, and initiative to make work rewarding; (7) Education goals. The extent to which schools... initiatives and community based drug abuse education programs; (10) Equal opportunity. The extent to which the...

24 CFR 597.201 - Evaluating the strategic plan.

Code of Federal Regulations, 2013 CFR

2013-04-01

... considers issues of design and amenities that will foster a sustainable community, such as open spaces..., attitude, and initiative to make work rewarding; (7) Education goals. The extent to which schools... initiatives and community based drug abuse education programs; (10) Equal opportunity. The extent to which the...

24 CFR 597.201 - Evaluating the strategic plan.

Code of Federal Regulations, 2011 CFR

2011-04-01

... considers issues of design and amenities that will foster a sustainable community, such as open spaces..., attitude, and initiative to make work rewarding; (7) Education goals. The extent to which schools... initiatives and community based drug abuse education programs; (10) Equal opportunity. The extent to which the...

Inquiry in the Round? Education Rounds in an Teacher Residency Program

ERIC Educational Resources Information Center

Reagan, Emilie Mitescu; Roegman, Rachel; Goodwin, A. Lin

2017-01-01

In education, the Rounds model provides opportunities for engaging educators as communities of learners who examine instructional issues for purposes of understanding and improving them. Over the past 10 years, Rounds have been implemented in school-based experiences in teacher preparation programs across the nation. Yet despite recent interest,…

Morning Star Cycle Two: Follow-up Study.

ERIC Educational Resources Information Center

Sloan, L. V.

Semi-structured telephone interviews were used to gather follow-up data on students who completed the 1977-1979 Morning Star cycle two program, a community-based Native teacher education program at the Blue Quills Native Education Centre leading to a Bachelor of Education degree from the University of Alberta. Of the 24 students who completed…

Environmental education with a local focus: The development of action competency in community leaders through participation in an environmental leadership program

NASA Astrophysics Data System (ADS)

Cairns, Karen Jean

2001-07-01

This dissertation is a historical and theoretical examination of environmental education to promote community leadership in local environmental issues. It begins with an overview of the history of environmental education, historical perspectives of the beginning of the field, ongoing differences in perspectives of practitioners, and its relationship to the larger field of education. Using a prevalent definition of environmental education as education with an aim of promoting actions, which are environmentally responsible and careful, I examine a variety of educational approaches and their results in achieving this objective. Reasons for using a local focus in terms of promotion of community sustainability are explored, and the literature review ends with a discussion of the value of community action through participatory democratic processes. The dissertation is divided into five chapters, covering an introduction to the purpose and significance of the study, literature review, methodology, results and analysis, and conclusion and implications of the research. Two programs, one at a city or urban level and one at a state level, and outcomes for their participants are explored and compared through data collected from interviews, field observation, and program documents. Findings demonstrated the value of a local focus for environmental education programs, plus the importance of experiential learning, or learning through some sort of personal connection and involvement. Examples of the types of experiential learning involved are tours or field trips, role-playing, and games illustrating concepts. Results emphasized the importance of educational process over content, information, or factual knowledge. The urban leadership program demonstrated the value of a local focus and experiential process in increasing motivation for action. The state program demonstrated the value of education of environmental leaders in democratic processes, especially collaboration, inclusion of all stakeholders, conflict resolution, and problem solving through consensus building. The concluding chapter includes a presentation of a framework for environmental education programs aimed at promotion of community leadership, emphasizing public sphere behaviors or visible community actions, and based upon democratic process. Participatory democratic process as defined by this study is a decision making process involving inclusion of stakeholders at all levels, collaboration, consensus-building, problem-solving, and conflict resolution.

Intervention mapping: a process for developing theory- and evidence-based health education programs.

PubMed

Bartholomew, L K; Parcel, G S; Kok, G

1998-10-01

The practice of health education involves three major program-planning activities: needs assessment, program development, and evaluation. Over the past 20 years, significant enhancements have been made to the conceptual base and practice of health education. Models that outline explicit procedures and detailed conceptualization of community assessment and evaluation have been developed. Other advancements include the application of theory to health education and promotion program development and implementation. However, there remains a need for more explicit specification of the processes by which one uses theory and empirical findings to develop interventions. This article presents the origins, purpose, and description of Intervention Mapping, a framework for health education intervention development. Intervention Mapping is composed of five steps: (1) creating a matrix of proximal program objectives, (2) selecting theory-based intervention methods and practical strategies, (3) designing and organizing a program, (4) specifying adoption and implementation plans, and (5) generating program evaluation plans.

The Impact of Credit-Based Transition Programs on Changing the Educational Aspirations of High School Seniors

ERIC Educational Resources Information Center

Howerter, Wendy Lou

2011-01-01

This correlational study samples twelfth grade (senior) students in one central Midwest high school and examines their participation in credit-based transition programs and their changes in educational aspirations. Surveys and community college data are used to collect quantitative data to address six research questions. Using Hossler and…

Experience-Based Career Education. High School Level Demonstration Project. Final Report (October 1, 1976 to July 30, 1979).

ERIC Educational Resources Information Center

Greenville County School District, Greenville, SC.

An Experience-Based Career Education (EBCE) exemplary project was conducted for three years in four high schools in Greenville County, South Carolina, and then evaluated for this final program report. Guidance and community components made up the program's major strengths. A third component (academic) proved nonessential. The guidance component…

Brighter Smiles Africa--translation of a Canadian community-based health-promoting school program to Uganda.

PubMed

Macnab, A J; Radziminski, N; Budden, H; Kasangaki, A; Zavuga, R; Gagnon, F A; Mbabali, M

2010-08-01

PROJECT GOAL: To adapt a successful Canadian health-promoting school initiative to a Ugandan context through international partnership. Rural children face many health challenges worldwide; health professionals in training understand these better through community-based learning. Aboriginal leaders in a Canadian First-Nations community identified poor oral health as a child health issue with major long-term societal impact and intervened successfully with university partners through a school-based program called "Brighter Smiles". Makerere University, Kampala, Uganda (MUK) sought to implement this delivery model for both the benefit of communities and the dental students. MUK identified rural communities where hospitals could provide dental students with community-based learning and recruited four local schools. A joint Ugandan and Canadian team of both trainees and faculty planned the program, obtained ethics consent and baseline data, initiated the Brighter Smiles intervention model (daily at-school tooth-brushing; in-class education), and recruited a cohort to receive additional bi-annual topical fluoride. Hurdles included: challenging international communication and planning due to inconsistent internet connections; discrepancies between Canadian and developing world concepts of research ethics and informed consent; complex dynamics for community engagement and steep learning curve for accurate data collection; an itinerant population at one school; and difficulties coordinating Canadian and Ugandan university schedules. Four health-promoting schools were established; teachers, children, and families were engaged in the initiative; community-based learning was adopted for the university students; quarterly team education/evaluation/service delivery visits to schools were initiated; oral health improved, and new knowledge and practices were evident; an effective international partnership was formed providing global health education, research and health care delivery.

Development of a community-based diabetes and hypertension preventive program.

PubMed

Wang, C Y; Abbott, L J

1998-12-01

The purpose of this project was to develop rapport with a Chinese Community Association and then establish preventive diabetic and hypertension programs with the Chinese in Chinatown, Hawaii. Subjects were recruited from this Chinese Community Association. Two hundred Chinese responded to the invitation. Among these, 75 individuals had either Type 2 diabetes, hypertension or both. Thirty-six males and 39 females ranging in age from 51 years old to 96 years old (Mean = 71.76, SD = 9.58) participated. Surveys and educational programs were carried out in Chinese. Results were described in terms of quantitative measures (family support and health outcomes) and qualitative experiences (case studies). Eighty percent of participants had decreased their diastolic blood pressure from above 95 mmHg to below 90 mmHg and systolic blood pressure from above 155 mmHg to below 140 mmHg. Ninety-five (n = 71) percent of participants had maintained their glucose level within the 90 mg/dL to 150 mg/dL range with a mean reduction of 57.86 mg/dL in one year. The hardest thing for families was the glucose self-monitoring. Case studies suggested that open-minded active listening and persistence formed the basis for developing a culturally sensitive community-based self management program for chronic diseases. Collaboration among the community, public health nurses, and diabetes nurse educators facilitated the process of community education and health promotion.

HIV/AIDS Prevention among the Male Population: Results of a Peer Education Program for Taxicab and Tricycle Drivers in the Philippines

ERIC Educational Resources Information Center

Morisky, Donald E.; Nguyen, Chrystene; Ang, Alfonso; Tiglao, Teodora V.

2005-01-01

This study assesses the results of a 2-year community-based peer education program aimed at increasing HIV/AIDS knowledge, attitudes toward condoms, and condom use behavior among taxicab and tricycle drivers in the Philippines. Pretest, posttest, and follow-up data were collected throughout the educational intervention program. The results of the…

Using Self-Determination Theory in Correctional Education Program Development

ERIC Educational Resources Information Center

McKinney, Dani; Cotronea, Michael A.

2011-01-01

As funding has become available through the Second Chance Act of 2007, many correctional facilities have developed new educational programs in an effort to ease the transition from prison to community. Many new programs are developed based on the belief that incarcerated individuals are a special and unique population of student. The present…

The Impact Factor: Measuring Student Professional Growth in an Online Doctoral Program

ERIC Educational Resources Information Center

Kumar, Swapna; Dawson, Kara

2014-01-01

This article describes the impact of an online Ed.D. in educational technology based on data collected from students at regular intervals during the program. It documents how students who were working professionals applied learning from the program within their practice, enculturated into the educational technology community, and grew…

Promoting Behavior Change Using Social Norms: Applying a Community Based Social Marketing Tool to Extension Programming

ERIC Educational Resources Information Center

Chaudhary, Anil Kumar; Warner, Laura A.

2015-01-01

Most educational programs are designed to produce lower level outcomes, and Extension educators are challenged to produce behavior change in target audiences. Social norms are a very powerful proven tool for encouraging sustainable behavior change among Extension's target audiences. Minor modifications to program content to demonstrate the…

Computer-Based Junior High/Intermediate School Program of Transitional Bilingual Education, Community School District 3, Manhattan. Final Evaluation Report, 1992-93. OREA Report.

ERIC Educational Resources Information Center

Duque, Diana L.

The Computer-Based Junior High/Intermediate School Program of Transitional Bilingual Education was a federally funded program in its third year of operation in one intermediate school and two junior high schools in Manhattan (New York) in 1992-93. During this period, it served 244 native Spanish-speaking, limited-English-proficient (LEP) students…

34 CFR 692.30 - How does a State administer its community service-learning job program?

Code of Federal Regulations, 2014 CFR

2014-07-01

... for work and not a grant. (b)(1) The community service-learning job program must be administered by... reasonable, based on such factors as type of work performed, geographical region, and proficiency of the...-learning job program? 692.30 Section 692.30 Education Regulations of the Offices of the Department of...

34 CFR 692.30 - How does a State administer its community service-learning job program?

Code of Federal Regulations, 2013 CFR

2013-07-01

... for work and not a grant. (b)(1) The community service-learning job program must be administered by... reasonable, based on such factors as type of work performed, geographical region, and proficiency of the...-learning job program? 692.30 Section 692.30 Education Regulations of the Offices of the Department of...

34 CFR 692.30 - How does a State administer its community service-learning job program?

Code of Federal Regulations, 2012 CFR

2012-07-01

... for work and not a grant. (b)(1) The community service-learning job program must be administered by... reasonable, based on such factors as type of work performed, geographical region, and proficiency of the...-learning job program? 692.30 Section 692.30 Education Regulations of the Offices of the Department of...

UNICEF Annual Report. 1985.

ERIC Educational Resources Information Center

United Nations Children's Fund, New York, NY.

UNICEF's 1984-85 program review describes ongoing child health and nutrition programs and other community-based services for children. Specific attention is given to primary health care, child survival and development, and child nutrition, as well as to safe water supplies and sanitation, formal and nonformal education, urban community-based…

Partners in Self-Sufficiency Guidebook.

ERIC Educational Resources Information Center

Department of Housing and Urban Development, Washington, DC. Office of Policy Development and Research.

This guidebook is for community leaders who are implementing the Federal Partners in Self-Sufficiency (PS-S) program, a community-based approach to service delivery that helps families get off welfare. The program offers a comprehensive package of services including housing, education, child care, transportation, counseling, and job training and…

Medical education in paradise: another facet of Hawaii.

PubMed

Jacobs, Joshua L; Kasuya, Richard; Sakai, Damon; Haning, William; Izutsu, Satoru

2008-06-01

Hawaii is synonymous with paradise in the minds of many. Few know that it is also an environment where high quality medical education is thriving. This paper outlines medical education initiatives beginning with native Hawaiian healers of centuries ago, and continuing to present-day efforts to support top-notch multicultural United States medical education across the continuum of training. The undergraduate medical education program has as its core community-based problem-based learning. The community basis of training is continued in graduate medical education, with resident doctors in the various programs rotating through different clinical experiences at various hospitals and clinics. Continuing medical education is provided by nationally accredited entities, within the local context. Educational outreach activities extend into primary and secondary schools, homeless shelters, neighbouring islands, and to countries throughout the Pacific. Challenges facing the medical education community in Hawaii are similar to those faced elsewhere and include incorporating more technology to improve efficiency, strengthening the vertical integration of the training continuum, better meeting the needs of the state, and paying for it all. Readers are invited to join in addressing these challenges to further the realisation of medical education in paradise as a paradise of medical education.

Acting in Our Own Self-Interests: Blending University and Community in Informal Science Education

NASA Astrophysics Data System (ADS)

Finkelstein, Noah D.; Mayhew, Laurel

2008-10-01

Research in physics education has demonstrated new tools and models for improving the understanding and engagement of traditional college students [1]. Building on this base, the research community has bridged the gap from college to pre-college education, even elementary school [2]. However, little work has been done to engage students in out-of-school settings, particularly for those students from populations under-represented in the sciences. We present a theoretically-grounded model of university-community partnership [3] that engages university students and children in a collective enterprise that has the potential to improve the participation and education of all. We document the impact of these programs on: university participants who learn about education, the community and even some science; children in the community who learn about science, the nature of science and develop their identities and attitudes towards science; and, shifts in institutional practice which may allow these programs to be sustained, or not.

[Special Report: Adult Education and Primary Health Care.

ERIC Educational Resources Information Center

Vijayendra, T.; And Others

1982-01-01

A series of five case studies examines (1) literacy, health, and conscientization in the Mandar region of India; (2) the training of community health workers in Indonesia; (3) the Chinese strategy combining health, political will, and participation; (4) British community-based health education programs, and (5) participatory methodology for…

Environmental Education . . . The Way of the Hula Hoop?

ERIC Educational Resources Information Center

Applegate, Warren

1974-01-01

Given is information on a federally funded environmental education program based on field experience and community awareness. Problem-solving methods were used to involve students in local environmental issues. Field experiences included trips to the mountains and seashore and community projects in water quality, recycling, and nature trail…

Language Access Toolkit: An Organizing and Advocacy Resource for Community-Based Youth Programs

ERIC Educational Resources Information Center

Beyersdorf, Mark Ro

2013-01-01

Asian American Legal Defense and Education Fund (AALDEF) developed this language access toolkit to share the expertise and experiences of National Asian American Education Advocates Network (NAAEA) member organizations with other community organizations interested in developing language access campaigns. This toolkit includes an overview of…

Effectiveness of Student Support Services Programs at California Community Colleges

ERIC Educational Resources Information Center

Sanchez, Mark Christopher

2010-01-01

Historically, first-generation, low-income, and students with disabilities have had very high attrition rates at California Community Colleges and institutions of higher education in general. Based on figures compiled by the National Center for Educational Statistics in 2004, 4.5 million low-income, first-generation college students comprise…

Community oriented interprofessional health education in Mozambique: one student/one family program.

PubMed

Ferrão, L J; Fernandes, Tito H

2014-01-01

In the remote northern region of Mozambique the ratio of doctors to patients is 1:50,000. In 2007, Lúrio University initiated an innovative, "One Student/One Family" program of teaching and learning for health professions students, to complement their traditional core curriculum. All students of each of the school's six health degree programs complete a curriculum in "Family and Community Health" in each year of their training. Groups of six students from six different health professions training programs make weekly visits to communities, where each student is allocated to a family. Students learn from their families about community life and health issues, within a community where 80% of the population still lacks access to modern health care and rely on indigenous doctors and traditional remedies. In turn, students transmit information to families about modern health care and report to the faculty any major health problems they find. The educational/experiential approach is interprofessional and community-oriented. The main perceived advantages of the program are that it is applied and problem-based learning for students, while simultaneously providing needed healthcare services to the community. The major disadvantages include the complexity of coordinating multidisciplinary groups, the time and distance required of students in traveling to communities, and interpretation of multiple reports with variable data. This community-oriented education program involving students from six disciplines uses nontraditional teaching/learning methods is the basis of the ex libris of Lúrio University.

Revitalizing communities together: the shared values, goals, and work of education, urban planning, and public health.

PubMed

Cohen, Alison Klebanoff; Schuchter, Joseph W

2013-04-01

Inequities in education, the urban environment, and health co-exist and mutually reinforce each other. Educators, planners, and public health practitioners share commitments to place-based, participatory, youth-focused, and equitable work. They also have shared goals of building community resilience, social capital, and civic engagement. Interdisciplinary programs that embody these shared values and work towards these shared goals are emerging, including school-based health centers, full-service community schools, community health centers, Promise Neighborhoods, and Choice Neighborhoods. The intersection of these three fields represents an opportunity to intervene on social determinants of health. More collaborative research and practice across public health, education, and planning should build from the shared values identified to continue to address these common goals.

Garrison Institute on Aging-Lubbock Retired and Senior Volunteer Program (RSVP) Provides Services to South Plains, Texas.

PubMed

Blackmon, Joan; Boles, Annette N; Reddy, P Hemachandra

2015-01-01

The Texas Tech University Health Sciences (TTUHSC) Garrison Institute on Aging (GIA) was established to promote healthy aging through cutting edge research on Alzheimer's disease (AD) and other diseases of aging, through innovative educational and community outreach opportunities for students, clinicians, researchers, health care providers, and the public. The GIA sponsors the Lubbock Retired and Senior Volunteer Program (RSVP). According to RSVP Operations Handbook, RSVP is one of the largest volunteer efforts in the nation. Through this program, volunteer skills and talents can be matched to assist with community needs. It is a federally funded program under the guidance of the Corporation for National and Community Service (CNCS) and Senior Corps (SC). Volunteers that participate in RSVP provide service in the following areas: food security, environmental awareness building and education, community need-based volunteer programs, and veteran services.

Garrison Institute on Aging—Lubbock Retired and Senior Volunteer Program (RSVP) Provides Services to South Plains, Texas

PubMed Central

Blackmon, Joan; Boles, Annette N.; Reddy, P. Hemachandra

2015-01-01

The Texas Tech University Health Sciences (TTUHSC) Garrison Institute on Aging (GIA) was established to promote healthy aging through cutting edge research on Alzheimer's disease (AD) and other diseases of aging, through innovative educational and community outreach opportunities for students, clinicians, researchers, health care providers, and the public. The GIA sponsors the Lubbock Retired and Senior Volunteer Program (RSVP). According to RSVP Operations Handbook, RSVP is one of the largest volunteer efforts in the nation. Through this program, volunteer skills and talents can be matched to assist with community needs. It is a federally funded program under the guidance of the Corporation for National and Community Service (CNCS) and Senior Corps (SC). Volunteers that participate in RSVP provide service in the following areas: food security, environmental awareness building and education, community need-based volunteer programs, and veteran services. PMID:26696877

On any Saturday--a practical model for diabetes education.

PubMed Central

Carter, Inge R.; Nash, Creshelle; Ridgway, Andrea

2002-01-01

PURPOSE: Patient self-management is an important part of treating chronic diseases. However, many primary care physicians face barriers in offering office-based diabetes education. This paper will discuss a practical program of community-based diabetes education that can be easily modified for a practitioner's office. PROCEDURE: Half-day diabetes education workshops geared toward local health care providers and patients with diabetes and their families were conducted in two rural communities in Arkansas. Participants were surveyed with respect to the effectiveness of the program and how they would use what they learned in the program. FINDINGS: Thirty-one health care providers and 59 patients with diabetes and their families attended. Program evaluation scores were between 4.1 and 5 on a 5-point Likert scale. One third of the patients commented that they had a better understanding of diet and medication use. Feedback from community health care providers noted that attendance in local diabetes support groups increased after the workshops. CONCLUSIONS: Diabetes complications have a large impact on the health of the population and a growing economic impact on the health care industry. Although there are many barriers to diabetes education and control, a practical half-day diabetes workshop on any Saturday can be effectively developed and implemented. PMID:11853048

The Appropriateness of Scratch and App Inventor as Educational Environments for Teaching Introductory Programming in Primary and Secondary Education

ERIC Educational Resources Information Center

Papadakis, Stamatios; Kalogiannakis, Michail; Orfanakis, Vasileios; Zaranis, Nicholas

2017-01-01

Teaching programming is a complex task. The task is even more challenging for introductory modules. There is an ongoing debate in the teaching community over the best approach to teaching introductory programming. Visual block-based programming environments allow school students to create their own programs in ways that are more accessible than in…

The development of community-based programs for autistic adolescents.

PubMed

Mesibov, G B; Schopler, E

1983-01-01

Now that its legislative mandate has been expanded to include services to autistic adolescents and adults, North Carolina's statewide program (TEACCH) has been developing the materials and programs necessary to serve these older clients in community-based settings. The development of diagnostic, assessment, and curriculum materials along with a full range of day and residential programs is described along with efforts at intensive intervention and sex education. Although TEACCH's adolescent program is only in a preliminary stage, its efforts may be of use to others pursuing similar goals.

Local Evaluation of Programs Funded under the Drug-Free Schools and Communities Act. Final Report.

ERIC Educational Resources Information Center

Tashjian, Michael D.; Elliott, Barbara

In September 1993 the U.S. Department of Education (ED) released a handbook to assist school- and community-based practitioners in designing and conducting evaluations of drug- and violence-prevention programs funded under the Drug Free Schools and Communities Act (DFSCA). A study was undertaken to assess the level of customer satisfaction with…

An Analysis of the Effects of Program Structure and Content on Outcomes of Community Leadership Education Programs

ERIC Educational Resources Information Center

Apaliyah, Godwin Tayese

2011-01-01

This study examined community leadership education programs employed in rural communities and organizations of several states to empower both local leaders and residents. In particular, the study investigated the relationships between community leadership education program design and structure (contact hours and content) and six outcome indices of…

[Community-based prevention of drug abuse in Japan].

PubMed

Shimane, Takuya

2010-08-01

The objective of this article is to review community-based drug abuse prevention and relapse prevention in Japan. Japan has a highly efficient system for the primary prevention of drug abuse; this system includes drug abuse education programs in schools and anti-drug abuse campaigns in communities. On the other hand, relapse prevention activities, such as counseling service at mental health welfare centers, self-help groups for drug addicts, and relapse prevention programs at outpatient clinics, are limited because of zero tolerance policies. Therefore, more relapse prevention activities are required in Japanese communities.

Examining the efficacy of an mHealth media literacy education program for sexual health promotion in older adolescents attending community college.

PubMed

Scull, Tracy Marie; Kupersmidt, Janis Beth; Malik, Christina Valerie; Keefe, Elyse Mallory

2018-04-01

To determine the feasibility of a mobile health (mHealth), media literacy education program, Media Aware, for improving sexual health outcomes in older adolescent community college students. 184 community college students (ages 18-19) participated in the study from April-December 2015. Eight community college campuses were randomly assigned to either the intervention or a wait-list control group. Student participants from each campus completed web-based pretest and posttest questionnaires. Intervention group students received Media Aware in between questionnaires. Several intervention effects of the Media Aware program were significant, including reducing older adolescents' self-reported risky sexual behaviors; positively affecting knowledge, attitudes, normative beliefs, and intentions related to sexual health; and increasing media skepticism. Some gender differences in the findings were revealed. The results from this study suggest that Media Aware is a promising means of delivering comprehensive sexual health education to older adolescents attending community college.

Osteo-cise: Strong Bones for Life: Protocol for a community-based randomised controlled trial of a multi-modal exercise and osteoporosis education program for older adults at risk of falls and fractures

PubMed Central

2012-01-01

Background Osteoporosis affects over 220 million people worldwide, and currently there is no ‘cure’ for the disease. Thus, there is a need to develop evidence-based, safe and acceptable prevention strategies at the population level that target multiple risk factors for fragility fractures to reduce the health and economic burden of the condition. Methods/design The Osteo-cise: Strong Bones for Life study will investigate the effectiveness and feasibility of a multi-component targeted exercise, osteoporosis education/awareness and behavioural change program for improving bone health and muscle function and reducing falls risk in community-dwelling older adults at an increased risk of fracture. Men and women aged ≥60 years will participate in an 18-month randomised controlled trial comprising a 12-month structured and supervised community-based program and a 6-month ‘research to practise’ translational phase. Participants will be randomly assigned to either the Osteo-cise intervention or a self-management control group. The intervention will comprise a multi-modal exercise program incorporating high velocity progressive resistance training, moderate impact weight-bearing exercise and high challenging balance exercises performed three times weekly at local community-based fitness centres. A behavioural change program will be used to enhance exercise adoption and adherence to the program. Community-based osteoporosis education seminars will be conducted to improve participant knowledge and understanding of the risk factors and preventative measures for osteoporosis, falls and fractures. The primary outcomes measures, to be collected at baseline, 6, 12, and 18 months, will include DXA-derived hip and spine bone mineral density measurements and functional muscle power (timed stair-climb test). Secondary outcomes measures include: MRI-assessed distal femur and proximal tibia trabecular bone micro-architecture, lower limb and back maximal muscle strength, balance and function (four square step test, functional reach test, timed up-and-go test and 30-second sit-to-stand), falls incidence and health-related quality of life. Cost-effectiveness will also be assessed. Discussion The findings from the Osteo-cise: Strong Bones for Life study will provide new information on the efficacy of a targeted multi-modal community-based exercise program incorporating high velocity resistance training, together with an osteoporosis education and behavioural change program for improving multiple risk factors for falls and fracture in older adults at risk of fragility fracture. Trial registration Australian New Zealand Clinical Trials Registry reference ACTRN12609000100291 PMID:22640372

Assessment of Students' Sense of Community in Distance Education Classrooms of U.S. Dental Hygiene Programs.

PubMed

Smilyanski, Irina A; Boyd, Linda D; Perry, Kristeen R; Rothman, Andrew T; Jenkins, Susan

2015-09-01

The aim of this study was to examine the association between distance education (DE) and students' sense of classroom community (SCC) in U.S. dental hygiene programs. The concept of SCC is recognized to have an influence on students' educational outcomes. With the goal of increasing diversity among future dental professionals, there comes a need to accommodate students of various backgrounds through the use of DE. The impact of DE on students' SCC has not been studied in previous research. This 2014 cross-sectional survey study looked at a convenience sample of dental hygiene students finishing their first or second clinical year to assess their SCC. Participating programs had both host and satellite campuses and utilized DE for didactic course delivery at the remote sites. To calculate the students' sense of community, Rovai's Classroom Community Scale (CCS) was utilized, and demographic information was collected. Six of the 13 eligible programs agreed to participate; the overall response rate for individual students was 25%. When evaluated on their sense of community, the satellite college-based students scored 26.47 CCS units and 14.51 learning subscale units lower than the host college-based students. These results suggested a negative association between the students' sense of community and their affiliation with satellite campuses when controlled for demographic variables. The findings suggest a negative trend in the SCC for dental hygiene students on remote campuses and utilizing DE for a portion of their curriculum. This trend can potentially decrease students' educational success and satisfaction and should be addressed.

THE ROLE OF GUIDANCE SERVICES IN COMMUNITY ACTION PROGRAMS COMBATING POVERTY.

ERIC Educational Resources Information Center

GUIDANCE OBJECTIVES TO BE INCLUDED IN A COMMUNITY ACTION PROGRAM COMBATING PROVERTY ARE PRESENTED. THE OBJECTIVES INCLUDE EARLY ADJUSTMENT OF STUDENTS, EARLY IDENTIFICATION AND INTERPRETATION OF ABILITIES, EDUCATIONAL AND CAREER PLANS BASED ON ABILITIES AND SKILLS, PARENT UNDERSTANDING OF OPPORTUNITIES, ENCOURAGEMENT OF REALISTIC GOALS IN LINE…

The Learning Fund: Income Generation through NFE. Technical Note No. 22.

ERIC Educational Resources Information Center

Iskander, Anwas; And Others

The Learning Fund Program sponsored by PENMAS, the Indonesian Directorate of Community Education, successfully uses community-based learning activities to promote entrepreneurship and managerial skills among Indonesia's rural poor. Currently, the program integrates the learning, financial, and equipment resources necessary to help over 5,400 small…

SLICEIT and TAHMO Partnerships: Students Local and International Collaboration for Climate and Environmental Monitoring, Technology Development, Education, Adaptation and Mitigation

NASA Astrophysics Data System (ADS)

Aishlin, P. S.; Selker, J. S.

2015-12-01

Climate change understanding and impacts vary by community, yet the global nature of climate change requires international collaboration to address education, monitoring, adaptation and mitigation needs. We propose that effective climate change monitoring and education can be accomplished via student-led local and international community partnerships. By empowering students as community leaders in climate-environmental monitoring and education, as well as exploration of adaptation/mitigation needs, well-informed communities and young leadership are developed to support climate change science moving forward. Piloted 2013-2015, the SLICEIT1 program partnered with TAHMO2 to connect student leaders in North America, Europe and Africa. At the international level, schools in the U.S.A and Netherlands were partnered with schools in Ghana, Kenya, and Uganda for science and cultural exchange. Each school was equipped with a climate or other environmental sensing system, real-time data publication and curricula for both formal and informal science, technology, engineering and math education and skill development. African counterparts in TAHMO's School-2-School program collect critically important data for enhanced on-the-ground monitoring of weather conditions in data-scarce regions of Africa. In Idaho, student designed, constructed and installed weather stations provide real time data for classroom and community use. Student-designed formal educational activities are disseminated to project partners, increasing hands-on technology education and peer-based learning. At the local level, schools are partnered with a local agency, research institute, nonprofit organization, industry and/or community partner that supplies a climate science expert mentor to SLICEIT program leaders and teachers. Mentor engagement is facilitated and secured by program components that directly benefit the mentor's organization and local community via climate/environment monitoring, student workforce skill development, community education, and/or adaptation/mitigation activities. Students are motivated by advanced real-world skill development, leadership opportunity, internship, community service and opportunity for international peer communication.

Community Observatories: Fostering Ideas that STEM From Ocean Sense: Local Observations. Global Connections.

NASA Astrophysics Data System (ADS)

Pelz, M. S.; Ewing, N.; Hoeberechts, M.; Riddell, D. J.; McLean, M. A.; Brown, J. C. K.

2015-12-01

Ocean Networks Canada (ONC) uses education and communication to inspire, engage and educate via innovative "meet them where they are, and take them where they need to go" programs. ONC data are accessible via the internet allowing for the promotion of programs wherever the learners are located. We use technologies such as web portals, mobile apps and citizen science to share ocean science data with many different audiences. Here we focus specifically on one of ONC's most innovative programs: community observatories and the accompanying Ocean Sense program. The approach is based on equipping communities with the same technology enabled on ONC's large cabled observatories. ONC operates the world-leading NEPTUNE and VENUS cabled ocean observatories and they collect data on physical, chemical, biological, and geological aspects of the ocean over long time periods, supporting research on complex Earth processes in ways not previously possible. Community observatories allow for similar monitoring on a smaller scale, and support STEM efforts via a teacher-led program: Ocean Sense. This program, based on local observations and global connections improves data-rich teaching and learning via visualization tools, interactive plotting interfaces and lesson plans for teachers that focus on student inquiry and exploration. For example, students use all aspects of STEM by accessing, selecting, and interpreting data in multiple dimensions, from their local community observatories to the larger VENUS and NEPTUNE networks. The students make local observations and global connections in all STEM areas. The first year of the program with teachers and students who use this innovative technology is described. Future community observatories and their technological applications in education, communication and STEM efforts are also described.

University of Maryland MRSEC - Education: Community

Science.gov Websites

; (we call this type of surface a vicinal surface). Modern scanned-probe microscopes, such as the STM Educational Education Pre-College Programs Homeschool Programs Undergraduate & Graduate Programs Teacher MRSEC Templates Opportunities Search Home » Education » Community Outreach Community Outreach

Catalog of Vocational Education and Related Programs Designed for Instruction of American Indians.

ERIC Educational Resources Information Center

McBain, Susan; And Others

To plan a curriculum for a vocationally based community school in Navajo, New Mexico, the Navajo Department of Education (with assistance from the American Institutes for Research) surveyed the nation for vocational education programs which had been developed or adapted specifically for use with American Indians or Alaska Natives. State directors…

Partnerships in Education. A Statement Prepared For: Education, Employment and Training Committee, Chamber of Commerce of the United States.

ERIC Educational Resources Information Center

Gray, Sandra T.

Introductory material provided in this document states the mission of the National School Volunteer Program (NSVP), lists background trends related to community/school partnerships in education, and offers reasons for increasing the role of volunteers in schools. Subsequent material provides examples of programs based on cooperation and…

Commitments to a Community of Artistic Inquiry: Becoming Pedagogical through A/r/tography in Teacher Education

ERIC Educational Resources Information Center

Gouzouasis, Peter; Irwin, Rita L.; Miles, Emily; Gordon, Alexandra

2013-01-01

The purpose of this inquiry is to investigate how a/r/tography is uniquely situated to enact, develop, and problematize "becoming pedagogical" in an arts-based cohort in a teacher education program. This particular study purposefully grapples with visual and performing arts, in an elementary teacher education program, as teacher…

More than Money: We Profile Three Corporate Foundations Bringing Technology-Based Programs Directly to Schools' Doorsteps

ERIC Educational Resources Information Center

Technology & Learning, 2005

2005-01-01

Philanthropy provides billions of dollars to schools and educational programs each year. Much of this cash comes from corporate America, who views contributing to education as an important way to give back to the community. While many companies support education directly via equipment, money grants, and professional development, other companies…

Mobile App Design for Teaching and Learning: Educators' Experiences in an Online Graduate Course

ERIC Educational Resources Information Center

Hsu, Yu-Chang; Ching, Yu-Hui

2013-01-01

This research explored how educators with limited programming experiences learned to design mobile apps through peer support and instructor guidance. Educators were positive about the sense of community in this online course. They also considered App Inventor a great web-based visual programming tool for developing useful and fully functioning…

In Progress: Reports of New Approaches in Medical Education. Annual, Peer-Reviewed Collection of Reports on Innovative Approaches to Medical Education.

ERIC Educational Resources Information Center

Anderson, M. Brownell, Ed.

1997-01-01

Provides summary reports of 81 innovative approaches to medical education in the areas of program management and assessment, admission and student-support programs, computer applications, preclinical and clinical course integration, development of professional skills and values, introduction to clinical medicine, community-based experiences,…

Innovative Graduate Research Education for Advancement of Implementation Science in Adolescent Behavioral Health

PubMed Central

Levin, Bruce Lubotsky; Massey, Tom; Baldwin, Julie; Williamson, Heather

2016-01-01

An innovative approach to research education that integrates the theory and principles of implementation science, participatory research, and service learning in the area of adolescent behavioral health is presented. Qualitative interviews and surveys of program participants have been conducted to assess the program’s curricula, service-learning partnerships, student (scholar) satisfaction, and views of community partnerships and academic mentors. The Institute has experienced the successful completion of its first and second cohorts and enrollment of a third cohort of scholars. Community partners are utilizing results of service-learning projects to influence agency operations. Institute scholars have identified research and service learning experiences as key factors in the decision to apply to the Institute graduate certificate program. The availability of tuition support is identified as valuable but not ranked as the most important reason for scholar interest in the program. Academic mentors report positive relationships with community agencies. Future iterations of the program will expand options for distance learning and alternatives to traditional graduate education for community-based scholars. Community partner agency capacity for participation is expected to change over time. Methods are being identified to both sustain existing partnerships and develop new community partnership relationships. PMID:26746638

Experiential Learning.

ERIC Educational Resources Information Center

Heermann, Barry

Sinclair Community College's (SCC's) Experience Based Education (EBE) program offers an alternative approach to learning which operates outside the time, format, and place constraints imposed by traditional, classroom-based education. After introductory material defining EBE and tracing the increased recognition of adult, lifelong learning…

Community-based medical education: is success a result of meaningful personal learning experiences?

PubMed

Kelly, Len; Walters, Lucie; Rosenthal, David

2014-01-01

Community-based medical education (CBME) is the delivery of medical education in a specific social context. Learners become a part of social and medical communities where their learning occurs. Longitudinal integrated clerkships (LICs) are year-long community-based placements where the curriculum and clinical experience is typically delivered by primary care physicians. These programs have proven to be robust learning environments, where learners develop strong communication skills and excellent clinical reasoning. To date, no learning model has been offered to describe CBME. The characteristics of CBME are explored by the authors who suggest that the social and professional context provided in small communities enhances medical education. The authors postulate that meaningfulness is engendered by the authentic context, which develops over time. These relationships with preceptors, patients and the community provide meaningfulness, which in turn enhances learning. The authors develop a novel learning model. They propose that the context-rich environment of CBME allows for meaningful relationships and experiences for students and that such meaningfulness enhances learning.

Sustaining Change: Successes, Challenges, and Lessons Learned from Twenty Years of Empowering Students through Community-Based Learning Capstones

ERIC Educational Resources Information Center

Kerrigan, Seanna M.

2015-01-01

More than four thousand students engage in the community-based learning capstone program every year by enrolling in one of 240 senior-level courses that culminate their undergraduate education. In this article, the author shares the context and history of the program, its foundational principles and processes, and the nuts-and-bolts details of the…

Cost-effectiveness of a long-term dental health education program for the prevention of early childhood caries.

PubMed

Kowash, M B; Toumba, K J; Curzon, M E J

2006-09-01

To evaluate the benefit-cost (B/C) and cost-effectiveness (C/E) of a long-term dental health education program to prevention early childhood caries (ECC) through home visits. The data collected over a three year period in a dental health education programme (DHE), previously reported [Kowash et al., 2000] for infants aged 8 months at start were analysed for B/C and C/E. Dental caries indices (BASCD) for dmft and dmfs were used. Costs were based on British National Health Service (UK) fees for treating children by general dental practitioners and salaries for community dental officers in the Community Dental Services in the UK. Comparisons were made for B/C and C/E with results from a clinical trial of a slow releasing fluoride device (SRFD), community water fluoridation (CMF) and a school based fissure sealant program (FSP) using the hypothetical community of Niessen and Douglass, [1984]. The cavities, as ECC, saved over the three year period indicated a B/C ratio for the DHE of 5.21 compared with SRFD of 4.17; CWF of 1.15 and FSP of 0.42. The C/E results were 1.92, 2.40, 8.66 and 23.74 respectively. A dental health education program of home visits with mothers of young infants to prevent early childhood caries and starting at 8 months of age, gave better benefit-costs and costs effectiveness ratios than other preventive programs.

Social support and education groups for single mothers: a randomized controlled trial of a community-based program.

PubMed

Lipman, Ellen L; Boyle, Michael H

2005-12-06

Members of families headed by single mothers are at increased risk of psychosocial disadvantage and mental health problems. We assessed the effect of a community-based program of social support and education groups for single mothers of young children on maternal well-being and parenting. We recruited 116 single mothers of children 3 to 9 years old through community advertisements. Eligible mothers were randomly assigned either to participate in a 10-week program of group sessions (1.5 hours per week) offering social support and education, with a parallel children's activity group, or to receive a standard list of community resources and the option to participate in group sessions at the end of the follow-up period. Interviewers blinded to the randomization collected assessment data from all mothers at baseline and at 3 follow-up visits (immediately after the intervention and at 3 and 6 months after the intervention). Outcome measures were self-reported mood, self-esteem, social support and parenting. Between February 2000 and April 2003, the program was offered to 9 groups of single mothers. Most of the mothers in the trial reported high levels of financial and mental health problems. In the short term (after the intervention), mothers in the intervention group had improved scores for mood (p < 0.01, standardized effect = 0.55) and self-esteem (p < 0.05, standardized effect = 0.29) compared with mothers in the control group; scores for the other 2 measures did not differ between the groups. Growth curve analysis of program effects over the follow-up period showed improvement in all 4 outcomes, with no significant difference between the intervention and control groups. This community-based program of group sessions offering social support and education to low-income single mothers had positive short-term effects on mood and self-esteem but not on social support and parenting. Longer follow-up showed attenuation of these effects.

RESOLV: Development of a Telephone-Based Program Designed to Increase Socialization in Older Veterans

ERIC Educational Resources Information Center

Gould, Christine E.; Shah, Shruti; Brunskill, Sarah R.; Brown, Krista; Oliva, Nancy L.; Hosseini, Charissa; Bauer, Elizabeth; Huh, J. W. Terri

2017-01-01

We describe the development of a telephone-based program, Recreation, Education, and Socialization for Older Learning Veterans (RESOLV) that aims to connect Veterans with one another by phone and thereby reduce loneliness. The program was developed through a collaboration between VA and a community-based organization, Episcopal Senior Communities…

Community-based abstinence education project: program outcomes.

PubMed

Bailey, Denise Nagle; Wolf, Zane Robinson

2015-01-01

Middle school and adolescent populations demonstrate high rates of unintended pregnancies and sexually transmitted infections, with young people in inner cities in the United States especially vulnerable. Teen births remain high, and youth are affected physically, mentally, socially, and economically. The Sex After Marriage primary prevention program, a federally funded, community-based abstinence education (CBAE) initiative, was implemented for 3 years in Philadelphia neighborhoods with vulnerable youth 12 to 18 years of age, supporting adults, healthcare professionals, and the general public. The three-tiered program offered a middle school curriculum, Sex Can Wait, at 16 different sites. The CBAE program delivered by the university's nursing center attempted to support vulnerable youths' decisions to postpone sexual activity by matching the interests of young people through an established curriculum, by holding workshops for supporting adults, and by creating a multimedia approach to supplement abstinence education initiatives including public service announcements and a website. Youth and college ambassadors and community colleagues were trained in the curriculum with a focus on healthy lifestyles. Youth and parents in experimental and control groups completed self-report surveys before and after program implementation. The project achieved most of its objectives on program evaluation. Youth (n = 1,428) 12 to 18 years of age received services, with most completing ≥75% of the program. Parents (n = 338) and other participating adults (n = 486) also received education or services. The need for risk reduction programs persists for youth in light of pregnancy, birth, and sexually transmitted disease statistics. Bailey Wolf. © 2014 Wiley Periodicals, Inc.

A rural, community-based suicide awareness and intervention program.

PubMed

Jones, Sharon; Walker, Coralanne; Miles, Alison C J; De Silva, Eve; Zimitat, Craig

2015-01-01

Suicide is a prominent public health issue in rural Australia and specifically in Tasmania, which has one of the highest suicide rates in the country. The Community Response to Eliminating Suicide (CORES) program was developed in rural Tasmania in response to a significant number of suicides over a short period of time. CORES is unique in that it is both a community-based and gatekeeper education model. CORES aims to build and empower communities to take ownership of suicide prevention strategies. It also aims to increase the individual community member's interpersonal skills and awareness of suicide risks, while building peer support and awareness of suicide prevention support services within the community itself. Pre- and post-test surveys after the CORES 1-day suicide awareness and intervention program (SAIP) showed significant increases in levels of comfort and confidence in discussing suicide with those who may be contemplating that action. CORES builds community capital through establishing new connections within communities. Establishment of local executive groups, funding and SAIP are key activities of successful CORES programs in communities around Australia. Over half of the initial leaders are still actively involved after a decade, which reflects positively on the quality and outcomes of the program. This study supports CORES as a beneficial and feasible community-based suicide intervention program for rural communities.

34 CFR 692.1 - What is the Leveraging Educational Assistance Partnership?

Code of Federal Regulations, 2013 CFR

2013-07-01

... (LEAP) Program assists States in providing grants and work-study assistance to eligible students who attend institutions of higher education and have substantial financial need. The work-study assistance is provided through campus-based community service work learning study programs, hereinafter referred to as...

34 CFR 692.1 - What is the Leveraging Educational Assistance Partnership?

Code of Federal Regulations, 2012 CFR

2012-07-01

... (LEAP) Program assists States in providing grants and work-study assistance to eligible students who attend institutions of higher education and have substantial financial need. The work-study assistance is provided through campus-based community service work learning study programs, hereinafter referred to as...

34 CFR 692.1 - What is the Leveraging Educational Assistance Partnership?

Code of Federal Regulations, 2011 CFR

2011-07-01

... (LEAP) Program assists States in providing grants and work-study assistance to eligible students who attend institutions of higher education and have substantial financial need. The work-study assistance is provided through campus-based community service work learning study programs, hereinafter referred to as...

34 CFR 692.1 - What is the Leveraging Educational Assistance Partnership?

Code of Federal Regulations, 2014 CFR

2014-07-01

... (LEAP) Program assists States in providing grants and work-study assistance to eligible students who attend institutions of higher education and have substantial financial need. The work-study assistance is provided through campus-based community service work learning study programs, hereinafter referred to as...

Results of the 1990 Survey of Literacy Service Providers, State of New Mexico.

ERIC Educational Resources Information Center

Stowell, Penelope, Ed.

The New Mexico Coalition for Literacy conducted a statewide literacy survey in May and June, 1990. Of 78 questionnaires distributed to programs believed to offer some adult literacy service, 34 responses were received, including those from 6 adult basic education programs, 1 adult education program on a reservation, 21 community-based and/or…

Columbus Saves: Saving Money in Ohio

ERIC Educational Resources Information Center

Shockey, Susan

2004-01-01

The "Columbus Saves" educational program is a broad-based community coalition made up of more than 40 local organizations from the education, nonprofit, government, faith-based, and private sectors. Common goals of partners in reaching Columbus, Ohio's 1.5 million residents are to: (a) promote increased savings through education and…

National Clearinghouse for Drug Abuse Information Report Series, Series 22, No. 1. Community Action Programs.

ERIC Educational Resources Information Center

National Inst. on Drug Abuse (DHEW/PHS), Rockville, MD. National Clearinghouse for Drug Abuse Information.

Based on the principle that drug abuse is no longer a problem restricted to certain economic, social, educational, or intellectual levels or ethnic groups, this pamphlet relates some examples of on-going community action programs and projects. Essentially, these programs are striving to solve some of the drug related problems in their immediate…

Facing Climate Change: Connecting Coastal Communities with Place-Based Ocean Science

NASA Astrophysics Data System (ADS)

Pelz, M.; Dewey, R. K.; Hoeberechts, M.; McLean, M. A.; Brown, J. C.; Ewing, N.; Riddell, D. J.

2016-12-01

As coastal communities face a wide range of environmental changes, including threats from climate change, real-time data from cabled observatories can be used to support community members in making informed decisions about their coast and marine resources. Ocean Networks Canada (ONC) deploys and operates an expanding network of community observatories in the Arctic and coastal British Columbia, which enable communities to monitor real-time and historical data from the local marine environment. Community observatories comprise an underwater cabled seafloor platform and shore station equipped with a variety of sensors that collect environmental data 24/7. It is essential that data being collected by ONC instruments are relevant to community members and can contribute to priorities identified within the community. Using a community-based science approach, ONC is engaging local parties at all stages of each project from location planning, to instrument deployment, to data analysis. Alongside the science objectives, place-based educational programming is being developed with local educators and students. As coastal populations continue to grow and our use of and impacts on the ocean increase, it is vital that global citizens develop an understanding that the health of the ocean reflects the health of the planet. This presentation will focus on programs developed by ONC emphasizing the connection to place and local relevance with an emphasis on Indigenous knowledge. Building programs which embrace multiple perspectives is effective both in making ocean science more relevant to Indigenous students and in linking place-based knowledge to ocean science. The inclusion of Indigenous Knowledge into science-based monitoring programs also helps develop a more complete understanding of local conditions. We present a case study from the Canadian Arctic, in which ONC is working with Inuit community members to develop a snow and ice monitoring program to assist with predictions and modelling of sea-ice.

Maryland Community Colleges 1980 Program Evaluations.

ERIC Educational Resources Information Center

Maryland State Board for Community Colleges, Annapolis.

This report contains qualitative evaluations of 48 programs throughout the Maryland community college system, as well as a statewide evaluation of Teacher Education transfer programs. A summary of the Teacher Education programs is presented first, in which the purpose and role of teacher education in the community college, enrollment trends,…

Frameworks: A Community-Based Approach to Preventing Youth Suicide

ERIC Educational Resources Information Center

Baber, Kristine; Bean, Gretchen

2009-01-01

Few youth suicide prevention programs are theory based and systematically evaluated. This study evaluated the pilot implementation of a community-based youth suicide prevention project guided by an ecological perspective. One hundred fifty-seven adults representing various constituencies from educators to health care providers and 131 ninth-grade…

Pedagogical Scholarship in Public Health: A Call for Cultivating Learning Communities to Support Evidence-Based Education.

PubMed

Merzel, Cheryl; Halkitis, Perry; Healton, Cheryl

Public health education is experiencing record growth and transformation. The current emphasis on learning outcomes necessitates attention to creating and evaluating the best curricula and learning methods for helping public health students develop public health competencies. Schools and programs of public health would benefit from active engagement in pedagogical research and additional platforms to support dissemination and implementation of educational research findings. We reviewed current avenues for sharing public health educational research, curricula, and best teaching practices; we identified useful models from other health professions; and we offered suggestions for how the field of public health education can develop communities of learning devoted to supporting pedagogy. Our goal was to help advance an agenda of innovative evidence-based public health education, enabling schools and programs of public health to evaluate and measure success in meeting the current and future needs of the public health profession.

Leading Education Innovations in Rural Schools: Reflections from i3 Grantees

ERIC Educational Resources Information Center

Fox, Tom; Friedrich, Linda; Harmon, Hobart; McKithen, Clarissa; Phillips, Andie; Savell, Susan; Schaefer, Victoria; Silva, Mihiri

2017-01-01

The Investing in Innovation (i3) Improving Rural Achievement Community, a professional learning community of grantees under the US Department of Education's i3 program, created this document to share knowledge and experiences related to working in rural districts across the United States. Grounded in field-based experiences and lessons, it serves…

Community Engagement as Catalyst for Professional Learning, Reflection, and Agency in Preservice-Teacher Education

ERIC Educational Resources Information Center

Klehr, Mary

2015-01-01

I am a public elementary teacher currently serving as a school-based supervisor for a Professional Development School (PDS) undergraduate elementary-teacher-education program in Madison, Wisconsin, where our charge is to leverage the intersecting contexts of school, university, and community to prepare skilled and caring teachers for urban…

Education and Outreach with the Virtual Astronomical Observatory

NASA Astrophysics Data System (ADS)

Lawton, Brandon L.; Eisenhamer, B.; Raddick, M. J.; Mattson, B. J.; Harris, J.

2012-01-01

The Virtual Observatory (VO) is an international effort to bring a large-scale electronic integration of astronomy data, tools, and services to the global community. The Virtual Astronomical Observatory (VAO) is the U.S. NSF- and NASA-funded VO effort that seeks to put efficient astronomical tools in the hands of U.S. astronomers, students, educators, and public outreach leaders. These tools will make use of data collected by the multitude of ground- and space-based missions over the previous decades. Many future missions will also be incorporated into the VAO tools when they launch. The Education and Public Outreach (E/PO) program for the VAO is led by the Space Telescope Science Institute in collaboration with the HEASARC E/PO program and Johns Hopkins University. VAO E/PO efforts seek to bring technology, real-world astronomical data, and the story of the development and infrastructure of the VAO to the general public, formal education, and informal education communities. Our E/PO efforts will be structured to provide uniform access to VAO information, enabling educational opportunities across multiple wavelengths and time-series data sets. The VAO team recognizes that many VO programs have built powerful tools for E/PO purposes, such as Microsoft's World Wide Telescope, SDSS Sky Server, Aladin, and a multitude of citizen-science tools available from Zooniverse. We are building partnerships with Microsoft, Zooniverse, and NASA's Night Sky Network to leverage the communities and tools that already exist to meet the needs of our audiences. Our formal education program is standards-based and aims to give teachers the tools to use real astronomical data to teach the STEM subjects. To determine which tools the VAO will incorporate into the formal education program, needs assessments will be conducted with educators across the U.S.

Common Evaluation Tools across Multi-State Programs: A Study of Parenting Education and Youth Engagement Programs in Children, Youth, and Families At-Risk

ERIC Educational Resources Information Center

Payne, Pamela B.; McDonald, Daniel A.

2015-01-01

Community-based education programs must demonstrate effectiveness to various funding sources. The pilot study reported here (funded by CYFAR, NIFA, USDA award #2008-41520-04810) had the goal of determining if state level programs with varied curriculum could use a common evaluation tool to demonstrate efficacy. Results in parenting and youth…

Working Respectfully with Families: A Practical Guide for Educators and Human Service Workers. Training Module I: The Child, the Family, and the Community.

ERIC Educational Resources Information Center

Connard, Christie; And Others

Educators and service providers often have little opportunity to work cooperatively with families to enhance outcomes for children. This document is the first in a four-part training module that was developed by Northwest Regional Educational Laboratory's Child, Family, and Community Program. The modules are based on an ecological, family-centered…

Language Policies, Identities, and Education in Refugee Resettlement

ERIC Educational Resources Information Center

Feuerherm, Emily

2013-01-01

This dissertation explores the creation and development of a community based language and health program for Iraqi refugees. The need for the program is contextualized by international, national and local policies of refugee resettlement, policies for language and education, and the interpretation of these policies on the ground. Ideologies…

Factors Influencing Latino Participation in Community-Based Diabetes Education

ERIC Educational Resources Information Center

Francis, Sarah L.; Noterman, Amber; Litchfield, Ruth

2014-01-01

An Extension diabetes program (DP) was revised for Latinos; however, participation was limited. Factors influencing low participation rates were examined. Five Latinos interested in the DP participated in a focus group discussion. Transcripts were analyzed for themes. Preferred education programs were multi-session, local, group classes led by an…

Semiconductor Manufacturing Comes to Virginia: Developing Partnerships for Workforce Education and Training.

ERIC Educational Resources Information Center

Cantor, Jeffrey A.

1998-01-01

In Virginia, a community college consortium for semiconductor education and training programs works with a semiconductor manufacturers' partnership to review programs based on a national core curriculum model. The results are being used to improve curriculum development, faculty training, facility improvement, and student recruitment. (SK)

Face of America Character Education Curriculum.

ERIC Educational Resources Information Center

World T.E.A.M. Sports, Charlotte, NC.

This document presents a description of the Face of America Classroom Program, a character education program based on a mission to bridge and build communities through sports. Three language arts lesson plans are provided on three themes: achievement, stereotypes (especially of people with disabilities), and strategies for healthy minds and…

Implementing a Project-Based Technology Program for High School Women.

ERIC Educational Resources Information Center

Boudria, Theodore J.

2002-01-01

Describes the successful implementation of a Women in Technology (WIT) Project-Based Learning Program in High Tech Manufacturing by the Tech Prep Consortium at Bristol Community College (Massachusetts). Reports that the program's success was mainly due to the establishment of partnerships with industry, government, and education, including area…

[Development of advanced educational programs, including research programs, for undergraduate students in National Universities: the facts in 2010].

PubMed

Kurosaki, Yuji; Tomioka, Yoshihisa; Santa, Tomofumi; Kitamura, Yoshihisa

2012-01-01

This article summarizes detailed facts obtained from the questionnaire conducted in 2010 at about 14 National Universities on the topic of "Research programs and advanced educational programs for undergraduate students". The contents of the questionnaire included: (1) Research programs based on the coalition of university and hospital and/or community pharmacy, other Graduate Schools, such as School of Medicine etc., and the University Hospital, (2) Educational systems for the achievement of research programs and their research outcomes, (3) Research programs based on pharmacist practices, (4) Ongoing advanced educational programs for undergraduate students, taking advantage of the coalition with Graduate School, School of Medicine (and Dentistry), and University Hospital. Some of the advanced educational programs outlined in this questionnaire will be carried out by our group in the coming years and the educational benefits together with associated problems shall as well be clarified. This approach will be informative for the development of the leader-oriented pharmacist programs for the college of Pharmacy.

The Alliance for Achievement Network: A Report on Community Building.

ERIC Educational Resources Information Center

McCullough, Douglas

1991-01-01

Although curriculum issues still command reformers' attention, researchers recognize that academic success is tied to home and community support. Alliance for Achievement is a school-community management program that addresses the relationships among schools, homes, and communities based on locally defined and commonly held educational values. The…

Medical students' perceptions about the added educational value of student-run HIV/AIDS educational campaigns in the Dominican Republic.

PubMed

Chapman, Helena J; Bottentuit-Rocha, Jessica

2016-01-01

This purpose of this report was to examine the perceptions of medical students about the strengths, limitations, and recommendations for improvement of the first known student-run HIV/AIDS educational campaigns in the Dominican Republic (DR), as they relate to the added value applied to their educational training. A retrospective review was conducted on evaluation reports completed by five medical students who coordinated the implementation of three annual HIV/AIDS educational campaigns in five DR communities, between 2012 and 2014. Thematic analysis was used to identify emerging themes related to perceived strengths, limitations, and recommendations for improvement and develop an acronym related to program strengths as value added to medical education. Students highlighted that program strengths were the use of social media technology to facilitate communication and culture-based creativity to capture the attention of target audiences; and limitations were inadequate financial support and HIV-related cultural stigma, due to lack of disease knowledge and awareness or perceived contrasts between the federal system and faith-based community. Recommendations for program improvement, such as comprehensive event preparation and knowing the target audience, were described as key to maximizing the delivery of health messages. Our results highlighted that medical students gained expertise in the effective use of social media technology, culture-based creativity, and team synergy to disseminate HIV/AIDS health information across five DR communities. Students participated in these extracurricular community health campaigns, strengthening skills in communication, health advocacy, and leadership for their medical training. They served as human resources for health and can pave the way as future clinicians and indispensable health educators in local and national health collaborations.

Options and Opportunities: A Community College Educator's Guidebook for Nontraditional Vocational Program Improvement.

ERIC Educational Resources Information Center

Carvell, Fred; And Others

Based upon data collected in a survey of students (N=500) and administrators (N=100) at 12 California community colleges, this guidebook provides background information and implementation strategies for the improved recruitment, retention, and placement of male and female students in non-traditional vocational programs. Part I examines legislation…

Adapting a Community-Based Physical Activity Promotion Program for Rural, Diverse Youth

ERIC Educational Resources Information Center

Colquitt, Gavin; Walker, Ashley; Alfonso, Moya

2014-01-01

With school-aged youth spending less time in physical education, school-community-university partnerships offer potential to promote physical activity among school-aged youth. The VERB™ Summer Scorecard (VSS) program was designed in Lexington, Kentucky, to promote physical activity among "tweens" (8- to 13-year-olds). VSS since has been…

Using Quality Schemes in Adult and Community Learning: A Guide for Managers.

ERIC Educational Resources Information Center

Ewens, David; Watters, Kate

This document examines adult and community learning (ACL) and quality programs across England. The difficulties faced by local education agencies' ACL services in delivering quality are noted, along with ways quality improvement has been supported. Quality programs--whether internal or external, based on awards, or used as diagnostic tools--are…

"Into the Realm of the Politically Incorrect": Intercultural Encounters in a Service-Learning Program

ERIC Educational Resources Information Center

Palpacuer-Lee, Christelle; Curtis, Jessie Hutchison

2017-01-01

Now more than ever, teachers of world languages are encouraged to become intercultural mediators in their communities and classrooms. This study describes the impact of an innovative community-based teacher education program for developing participants' interculturality. Building on narrative methods of investigation, we explore the potential of…

Community-Based AIDS Outreach Efforts to Migrants.

ERIC Educational Resources Information Center

Carter, Linda J.; Jalloh, Mary Grenz

The Forsyth County (North Carolina) Health Department's Health Education Division developed a community-based Acquired Immune Deficiency Syndrome (AIDS) outreach program for migrants. The Migrant/Hispanic Center in Kernersville, North Carolina operates under the auspice of the Catholic Diocese of Charlotte and provides services to Hispanic…

Competency-Based, Time-Variable Education in the Health Professions: Crossroads.

PubMed

Lucey, Catherine R; Thibault, George E; Ten Cate, Olle

2018-03-01

Health care systems around the world are transforming to align with the needs of 21st-century patients and populations. Transformation must also occur in the educational systems that prepare the health professionals who deliver care, advance discovery, and educate the next generation of physicians in these evolving systems. Competency-based, time-variable education, a comprehensive educational strategy guided by the roles and responsibilities that health professionals must assume to meet the needs of contemporary patients and communities, has the potential to catalyze optimization of educational and health care delivery systems. By designing educational and assessment programs that require learners to meet specific competencies before transitioning between the stages of formal education and into practice, this framework assures the public that every physician is capable of providing high-quality care. By engaging learners as partners in assessment, competency-based, time-variable education prepares graduates for careers as lifelong learners. While the medical education community has embraced the notion of competencies as a guiding framework for educational institutions, the structure and conduct of formal educational programs remain more aligned with a time-based, competency-variable paradigm.The authors outline the rationale behind this recommended shift to a competency-based, time-variable education system. They then introduce the other articles included in this supplement to Academic Medicine, which summarize the history of, theories behind, examples demonstrating, and challenges associated with competency-based, time-variable education in the health professions.

Impacting university physics students through participation in informal science

NASA Astrophysics Data System (ADS)

Hinko, Kathleen; Finkelstein, Noah D.

2013-01-01

Informal education programs organized by university physics departments are a popular means of reaching out to communities and satisfying grant requirements. The outcomes of these programs are often described in terms of broader impacts on the community. Comparatively little attention, however, has been paid to the influence of such programs on those students facilitating the informal science programs. Through Partnerships for Informal Science Education in the Community (PISEC) at the University of Colorado Boulder, undergraduate and graduate physics students coach elementary and middle school children during an inquiry-based science afterschool program. As part of their participation in PISEC, university students complete preparation in pedagogy, communication and diversity, engage with children on a weekly basis and provide regular feedback about the program. We present findings that indicate these experiences improve the ability of university students to communicate in everyday language and positively influence their perspectives on teaching and learning.

Grassroots Participation, Peer Education, and HIV Prevention by Sex Workers in South Africa

PubMed Central

Campbell, Catherine; Mzaidume, Zodwa

2001-01-01

Objectives. This microqualitative case study of a community-based peer education program led by sex workers at a South African mine examined the role of grassroots participation in sexual health promotion. Methods. The study involved in-depth interviews with 30 members of the target community. The interviews were analyzed in terms of social capital, empowerment, and identity. Results. The study yielded a detailed analysis of the way in which community dynamics have shaped the peer education program's development in a deprived, violent community where existing norms and networks are inconsistent with ideal criteria for participatory health promotion. Conclusions. Much remains to be learned about the complexities of translating theoretically and politically vital notions of “community participation” into practice among hard-to-reach groups. The fabric of local community life is shaped by nonlocal structural conditions of poverty and sexual inequality in ways that challenge those seeking to theorize the role of social capital in community development in general and in sexual health promotion in particular. PMID:11726380

Multi-Dimensional Planning/Evaluation Schema for Community Education.

ERIC Educational Resources Information Center

Merkel-Keller, Claudia; Herr, Audrey

A model for planning and evaluating community education programs--Stufflebeam's context, input, process, product (CIPP) evaluation model--was described and field-tested with the community education programs in Lakewood, New Jersey. Community education was defined as a concern for everything that affects the well-being of all citizens within a…

Competency-Based Adult Basic Education Manual for Level I (0-4.9) and Level II (5-8). A Training Manual for CBABE Instruction and Program Management.

ERIC Educational Resources Information Center

Singer, Elizabeth; And Others

This training manual was developed as a source of information about Competency-Based Adult Basic Education (CBABE) for administrators, counselors, and teachers involved in the implementation of a CBABE program. After section I provides an introduction to Brevard Community College's development of CBABE curricula, section II explains the purposes…

The School of Public Safety at Valencia College: Visioning and Implementation of a College-Wide Distributive and Collaborative Program Model for the Central Florida Community

ERIC Educational Resources Information Center

Goltz, Jeffrey W.

2016-01-01

The central Florida region, faced with record tourism, a large service population, and significant population growth over the next few decades, must rely on a community-based institution of higher education with lifelong learning offerings, a local community college, to create world class public safety education and training for the region.…

A comparison of different approaches to promote community-wide dietary change.

PubMed

Reger, B; Wootan, M G; Booth-Butterfield, S

2000-05-01

Because public health education funds are limited, it is important to determine which methods are most effective for promoting healthy lifestyles to communities. We conducted interventions in two communities to further examine the effectiveness of various educational approaches for communicating the "1% Or Less" message to switch from high-fat (whole or 2%) to low-fat (1% or fat-free) milk. One intervention used public relations and community-based educational activities in supermarkets, schools, worksites, and other community settings. The other used paid advertising in the absence of other programming. We used telephone surveys and supermarket milk sales data, collected before and after each campaign and in a comparison community, to determine changes in milk-usage patterns. After the campaign of community-based educational programs and public relations activities, the proportion of high-fat milk drinkers who reported drinking low-fat milk was 19.6% compared with 6.8% for the comparison city (p<0.0001). After the advertising-only campaign, 12.8% of high-fat milk drinkers reported drinking low-fat milk (p<0.01). Although supermarkets experienced increases in low-fat milk sales after both campaigns, the results were not statistically significant. The results show how well-designed public relations activities can attract news coverage and provide further evidence that such coverage can be an important component of health-promotion campaigns. Although the use of paid advertising in the absence of other media or programming appeared to change milk-drinking habits, the results were not sustained after the ads stopped airing.

Linking urban families to community resources in the context of pediatric primary care.

PubMed

Garg, Arvin; Sarkar, Sonia; Marino, Mark; Onie, Rebecca; Solomon, Barry S

2010-05-01

Pediatric guidelines emphasize the importance for healthcare providers to view children in the context of family and community, and promote community resources at visits. In 2006, a Family Help Desk (FHD) was established in an urban academic-based clinic in Baltimore, MD to assist healthcare providers in educating families about available community-based resources. A longitudinal cohort pilot study was conducted during a 6-week period in 2007 to evaluate the impact of the FHD in connecting at-risk families to community resources. Overall, 6% of parents (n=59) who brought their child for a scheduled clinic visit accessed the FHD. Parents had a mean of 1.7 social needs, including after-school programs and childcare (29%), employment (13%), housing (12%), and food (11%). Most parents who utilized the FHD (64%) contacted a community resource or service within 6 months of their clinic visit. Nineteen parents (32%) who utilized the FHD enrolled in community programs. A clinic-based multi-disciplinary model can empower families to connect with community-based resources for basic social needs. The Family Help Desk model has great potential for addressing family psychosocial needs, and educating families about community resources within the context of pediatric primary care. Copyright (c) 2009 Elsevier Ireland Ltd. All rights reserved.

Community-level Moderators of a School-Based Childhood Sexual Assault Prevention Program

PubMed Central

Morris, Matthew C.; Kouros, Chrystyna D.; Janecek, Kim; Freeman, Rachel; Mielock, Alyssa; Garber, Judy

2016-01-01

Childhood sexual abuse (CSA) is highly prevalent and associated with a wide variety of negative mental and physical health outcomes. School-based CSA education and prevention programs have shown promise, but it is unclear to what extent community-level characteristics are related to their effectiveness. The present cluster randomized controlled trial evaluated community-level moderators of the Safe@Last program compared to a waitlist control condition. Knowledge gains from pre- to post-intervention were assessed in 5 domains: safe versus unsafe people; safe choices; problem-solving; clear disclosure; and assertiveness. Participants were 1,177 students (46% White, 26% African American, 15% Hispanic, 4% Asian American, 6% Other) in grades 1 through 6 from 14 public schools in Tennessee. Multilevel models accounting for the nesting of children within schools revealed large effect sizes for the intervention versus control across all knowledge domains (d’s ranged from 1.56 to 2.13). The effectiveness of the program was moderated by mean per capita income and rates of substantiated cases of child abuse and neglect in the community. Intervention effects were stronger for youth living in lower as compared to higher income counties, and for youth attending schools in counties with lower as compared to higher abuse/neglect rates. Child characteristics (sex, race) did not moderate intervention effects. This research identified two community-level factors that predicted the effectiveness of a CSA education and prevention program designed to improve children’s knowledge of personal safety skills. School-based CSA prevention programs may require modification for communities with higher rates of child abuse and neglect. PMID:27890344

Competency-Based Adult High School Curriculum Project.

ERIC Educational Resources Information Center

Singer, Elizabeth

This compilation of program materials serves as an introduction to and overview of Florida's Brevard Community College's (BCC's) Competency-Based Adult High School Completion Project, which was conducted to teach administrators, counselors, and teachers how to organize and implement a competency-based adult education (CBAE) program; to critique…

Ethnic Afterschool Programs and Language Schools in Diverse Asian American Communities: Varying Resources, Opportunities, and Educational Experiences (Part 2: How They Differ)

ERIC Educational Resources Information Center

Paik, Susan J.; Rahman, Zaynah; Kula, Stacy M.; Saito, L. Erika; Witenstein, Matthew A.

2017-01-01

Based on 135 ethnic afterschool programs and language schools, this descriptive study (Part 2 of 2 in this issue) revealed differences in the types of programs housed within East, South, and Southeast Asian coethnic communities (strong, weak, or dispersed) in the U.S. The article applies a combined cultural-structural framework to understand…

Exploring the Educational and Career Plans of Urban Minority Students in a Dual Enrollment Program

ERIC Educational Resources Information Center

Medvide, Mary Beth; Blustein, David L.

2010-01-01

This qualitative study examined the educational and career plans of a sample of urban minority high school students who voluntarily participated in a dual enrollment program at a private, technology-based community college in a metropolitan center in the northeastern United States. This program allows students to take college courses in science,…

Opening minds in Canada: background and rationale.

PubMed

Stuart, Heather; Chen, Shu-Ping; Christie, Romie; Dobson, Keith; Kirsh, Bonnie; Knaak, Stephanie; Koller, Michelle; Krupa, Terry; Lauria-Horner, Bianca; Luong, Dorothy; Modgill, Geeta; Patten, Scott B; Pietrus, Mike; Szeto, Andrew; Whitley, Rob

2014-10-01

To summarize the background and rationale of the approach taken by the Mental Health Commission of Canada's Opening Minds (OM) Anti-Stigma Initiative. The approach taken by OM incorporates a grassroots, community development philosophy, has clearly defined target groups, uses contact-based education as the central organizing element across interventions, and has a strong evaluative component, so that best practices can be identified, replicated, and disseminated. Contact-based education occurs when people who have experienced a mental illness share their personal story of recovery and hope. OM has acted as a catalyst to develop partnerships between community groups who are undertaking anti-stigma work and an interdisciplinary team of academic researchers in 5 universities who are evaluating the results of these programs. Building partnerships with existing community programs and promoting systematic evaluation using standardized approaches and instruments have contributed to our understanding of best practices in the field of anti-stigma programming.

Managing today's complex healthcare business enterprise: reflections on distinctive requirements of healthcare management education.

PubMed

Welton, William E

2004-01-01

In early 2001, the community of educational programs offering master's-level education in healthcare management began an odyssey to modernize its approach to the organization and delivery of healthcare management education. The community recognized that cumulative long-term changes within healthcare management practice required a careful examination of healthcare management context and manpower requirements. This article suggests an evidence-based rationale for defining the distinctive elements of healthcare management, thus suggesting a basis for review and transformation of master's-level healthcare management curricula. It also suggests ways to modernize these curricula in a manner that recognizes the distinctiveness of the healthcare business enterprise as well as the changing management roles and careers within these complex organizations and systems. Through such efforts, the healthcare management master's-level education community would be better prepared to meet current and future challenges, to increase its relevance to the management practice community, and to allocate scarce faculty and program resources more effectively.

Education and Public Outreach for MSFC's Ground-Based Observations in Support of the HESSI Mission

NASA Technical Reports Server (NTRS)

Adams, Mitzi L.; Hagyard, Mona J.; Newton, Elizabeth K.

1999-01-01

A primary focus of NASA is the advancement of science and the communication of these advances to a number of audiences, both within the science research community and outside it. The upcoming High Energy Solar Spectroscopic Imager (HESSI) mission and the MSFC ground-based observing program, provide an excellent opportunity to communicate our knowledge of the Sun, its cycle of activity, the role of magnetic fields in that activity, and its effect on our planet. In addition to ground-based support of the HESSI mission, MSFC's Solar Observatory, located in North Alabama, will involve students and the local education community in its day-to-day operations, an experience which is more immediate, personal, and challenging than their everyday educational experience. Further, by taking advantage of the Internet, our program can reach beyond the immediate community. By joining with Fernbank Science Center in Atlanta, Georgia, we will leverage their almost 30 years'experience in science program delivery in diverse situations to a distance learning opportunity which can encompass the entire Southeast and beyond. This poster will outline our education and public outreach plans in support of the HESSI mission in which we will target middle and high school students and their teachers.

First Progress Report--Victorian Country Education Project.

ERIC Educational Resources Information Center

Victoria Education Dept. (Australia).

The Victorian Country Education Project (CEP), a pilot project searching for new ways of bringing beneficial educational experiences to disadvantaged rural areas, successfully achieved its aims of establishing community-based programs involving varied groups and people in developing solutions to local educational problems. A central Planning…

Career-Technical Education--The Immediate Need for Work-Based Curriculum.

ERIC Educational Resources Information Center

Nee, John G.

1994-01-01

Career-technical education may be informal on-the-job training, organized workplace education, community college or technical institute programs, or apprenticeships, internships, and cooperative agreements. Another alternative is polytechnical education: providing technical and general studies for adults in existing school facilities after school…

Harmonizing disease prevention and police practice in the implementation of HIV prevention programs: Up-stream strategies from Wilmington, Delaware

PubMed Central

2012-01-01

Introduction Improving access to sterile injection equipment is a key component in community-based infectious disease prevention. Implementation of syringe access programs has sometimes been complicated by community opposition and police interference. Case description In 2006, the Delaware legislature authorized a pilot syringe exchange program (SEP). A program designed to prevent, monitor, and respond to possible policing and community barriers before they had a chance to effect program implementation and operation. A program designed to prevent, monitor, and respond to these barriers was planned and implemented by a multidisciplinary team of legal practitioners and public health professionals. Discussion We report on an integrated intervention to address structural barriers to syringe exchange program utilization. This intervention employs community, police and client education combined with systematic surveillance of and rapid response to police interference to preempt the kinds of structural barriers to implementation observed elsewhere. The intervention addresses community concerns and stresses the benefits of syringe exchange programs to officer occupational safety. Conclusions A cohesive effort combining collaboration with and educational outreach to police and community members based on the needs and concerns of these groups as well as SEP clients and potential clients helped establish a supportive street environment for the SEP. Police-driven structural barriers to implementation of public health programs targeting populations engaged in drug use and other illicit behavior can be addressed by up-stream planning, prevention, monitoring and intervention strategies. More research is needed to inform the tailoring of interventions to address police-driven barriers to HIV prevention services, especially among marginalized populations. PMID:22591836

Reimagining Non-Formal Science Education: A Case of Ecojustice-Oriented Citizenship Education

ERIC Educational Resources Information Center

Sperling, Erin; Bencze, J. Lawrence

2015-01-01

This article presents a study of youth participating in a program that engages in a form of ecojustice education, addressing social inequities, along with science-linked concepts, through a localized and culturally oriented food-based curriculum. A community-based food justice organization provides a rich space for encountering and examining the…

Developing a disaster education program for community safety and resilience: The preliminary phase

NASA Astrophysics Data System (ADS)

Nifa, Faizatul Akmar Abdul; Abbas, Sharima Ruwaida; Lin, Chong Khai; Othman, Siti Norezam

2017-10-01

Resilience encompasses both the principles of preparedness and reaction within the dynamic systems and focuses responses on bridging the gap between pre-disaster activities and post-disaster intervention and among structural/non-structural mitigation. Central to this concept is the ability of the affected communities to recover their livelihood and inculcating necessary safety practices during the disaster and after the disaster strikes. While these ability and practices are important to improve the community safety and resilience, such factors will not be effective unless the awareness is present among the community. There have been studies conducted highlighting the role of education in providing awareness for disaster safety and resilience from a very young age. However for Malaysia, these area of research has not been fully explored and developed based on the specific situational and geographical factors of high-risk flood disaster locations. This paper explores the importance of disaster education program in Malaysia and develops into preliminary research project which primary aim is to design a flood disaster education pilot program in Kampung Karangan Primary School, Kelantan, Malaysia.

Training medical students in the social determinants of health: the Health Scholars Program at Puentes de Salud.

PubMed

O'Brien, Matthew J; Garland, Joseph M; Murphy, Katie M; Shuman, Sarah J; Whitaker, Robert C; Larson, Steven C

2014-01-01

Given the large influence of social conditions on health, physicians may be more effective if they are trained to identify and address social factors that impact health. Despite increasing interest in teaching the social determinants of health in undergraduate medical education, few models exist. We present a 9-month pilot course on the social determinants of health for medical and other health professional students, which is based at Puentes de Salud, Philadelphia, PA, USA, a community health center serving a Latino immigrant population. This service-learning course, called the Health Scholars Program (HSP), was developed and implemented by volunteer medical and public health faculty in partnership with the community-based clinic. The HSP curriculum combines didactic instruction with service experiences at Puentes de Salud and opportunities for critical reflection. The HSP curriculum also includes a longitudinal project where students develop, implement, and evaluate an intervention to address a community-defined need. In our quantitative evaluation, students reported high levels of agreement with the HSP meeting stated course goals, including developing an understanding of the social determinants of health and working effectively with peers to implement community-based projects. Qualitative assessments revealed students' perception of learning more about this topic in the HSP than in their formal medical training and of developing a long-term desire to serve vulnerable communities as a result. Our experience with the HSP suggests that partnerships between academic medical centers and community-based organizations can create a feasible, effective, and sustainable platform for teaching medical students about the social determinants of health. Similar medical education programs in the future should seek to achieve a larger scale and to evaluate both students' educational experiences and community-defined outcomes.

Program Sustainability: Hearing Loss and Tinnitus Prevention in American Indian Communities.

PubMed

Martin, William Hal; Sobel, Judith L; Griest, Susan E; Howarth, Linda C; Becker, Thomas M

2017-03-01

An important goal of any health promotion effort is to have it maintained in delivery and effectiveness over time. The purpose of this study was to establish a community-based noise-induced hearing loss and tinnitus prevention program in three different types of American Indian communities and evaluate them for evidence of long-term sustainability. The target population was fourth- and fifth-grade students from three different models of American Indian communities. The evidenced-based Dangerous Decibels ® program was adapted to include local media, classroom education, family and community outreach, and web-based activities. Sustainability was attempted by promoting funding stability, political support, partnerships, organizational capacity, program adaptation, program evaluation, communications, public health impacts, and strategic planning. Currently, there is evidence suggesting that the hearing health promotion program is self-sustaining in all three American Indian communities. The intervention was effective at changing knowledge, attitudes, beliefs, and behaviors in the target population, but program adoption and self-sustenance faced challenges that required patience, persistence, and creativity by the program team. Components of the intervention continue to be delivered by local members of each community. Critical factors that led to self-sustaining programs included approval of community leaders and engagement of community members in the design, administration, and evaluation of the effort; use of a well-developed, evidence-based intervention; and high-level training of local participants who could confidently and effectively continue delivering the program following a gradual transition to independence. Copyright © 2016 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Building Vibrant Learning Communities: Framework and Actions to Strengthen Community Adult Learning Councils and Community Literacy Programs

ERIC Educational Resources Information Center

Alberta Advanced Education and Technology, 2007

2007-01-01

Because of the important role played by community learning providers, Premier Ed Stelmach asked Canadian Minister of Advanced Education and Technology to increase support for community education and literacy programs. Community Adult Learning Councils and other community providers of adult literacy and family literacy programming are primarily…

34 CFR 675.45 - Allowable costs, Federal share, and institutional share.

Code of Federal Regulations, 2010 CFR

2010-07-01

... education, financial self-help, and community service-learning opportunities. (3) Carry out activities in... programs including— (i) Community-based work-learning-service alternatives that expand opportunities for community service and career-related work; and (ii) Alternatives that develop sound citizenship, encourage...

Effects of Community-Based Natural Resource Management on Household Welfare in Namibia

PubMed Central

Riehl, Brianne; Zerriffi, Hisham; Naidoo, Robin

2015-01-01

Biodiversity conservation, as an environmental goal, is increasingly recognized to be connected to the socioeconomic well-being of local communities. The development of a widespread community-based natural resource management (CBNRM) program in Namibia makes it an ideal location to analyze the connection between conservation and socioeconomic well-being of local communities. Namibia’s CBNRM program involves the formation of communal conservancies within rural communities and previous studies have found it to be successful on both ecological and economic fronts. In order to broaden the understanding of the program’s impact to include social factors, we have conducted a comparative analysis to determine the effects of this program on household welfare outcomes. Data from two rounds of the Namibia Demographic and Health Surveys (2000 and 2006/07) and quasi-experimental statistical methods were used to evaluate changes in various health, education and wealth outcomes of those living in conservancies, relative to non-conservancy comparison groups. Regression results indicate mixed effects of the conservancy program at the household level. The program had positive effects on some health outcome variables, including bednet ownership, which was twice as likely to increase over time in conservancy compared to non-conservancy households. Program impacts were negative for education outcomes, with the proportion of school attendance of conservancy children being 45% less likely to increase over time than non-conservancy children. Wealth outcome results were inconclusive. Our findings highlight the importance of analyzing community conservation programs at a variety of scales when evaluating overall impact, as community-level benefits may not necessarily extend down to the household level (and vice versa). PMID:25965379

Educational program for middle-level public health nurses to develop new health services regarding community health needs: protocol for a randomized controlled trial.

PubMed

Yoshioka-Maeda, Kyoko; Katayama, Takafumi; Shiomi, Misa; Hosoya, Noriko

2018-01-01

Developing health services is a key strategy for improving the community health provided by public health nurses. However, an effective educational program for improving their skills in planning such services has not been developed. To describe our program and its evaluation protocol for the education of middle-level public health nurses to improve their skills in developing new health services to fulfil community health needs in Japan. In this randomized control trial, eligible participants in Japan will be randomly allocated to an intervention group and a control wait-list group. We will provide 8 modules of web-based learning for public health nurses from July to October 2018. To ensure fairness of educational opportunity, the wait-list group will participate in the same program as the intervention group after collection of follow-up data of the intervention group. The primary outcomes will be evaluated using the scale of competency measurement of creativity for public health nurses at baseline, immediately after the intervention. Secondary outcomes will be knowledge and performance regarding program development of public health nurses. This study will enable the analysis of the effects of the educational program on public health nurses for improving their competency to develop new health services for fulfilling community health needs and enriching health care systems. We registered our study protocol to the University hospital Medical Information Network- Clinical Trials Registry approved by International Committee of Medical Journal Editors (No. UMIN000032176, April, 2018).

An Appraisal of the Industrial Cooperative Education Program Based on Responses from Students and Employers. Supplemental Report No. 3: The Women Students.

ERIC Educational Resources Information Center

Freeman, Nancy S.

As part of a study appraising the industrial cooperative education program at Macomb County Community College (MCCC), 54 women enrolled from 1970 to 1975 in Design and Mechanical Technology and Graphic and Commercial Arts programs, and their employers were surveyed. A comparison of the 30 women in the cooperative programs and the 24 non co-op…

Sport for Development (S4D) as "Core University Business"? Modelling University Participation in Sport-Based Social Development

ERIC Educational Resources Information Center

Rosso, Edoardo G. F.; McGrath, Richard; Immink, Maarten A.; May, Esther

2016-01-01

Among the recognised strengths of the "Sport for Development" (S4D) framework there is the capacity of sport to contribute to positive community networks, education and community participation. However, its relevance to tertiary education institutions is often under-appreciated. In this framework, the Football United® program was…

A School-Based Urban Teacher Education Program That Enhances School-Community Connections

ERIC Educational Resources Information Center

Noel, Jana

2008-01-01

Urban schools today face numerous challenges. Urban poverty; high mobility in and out of neighborhoods; schools with inadequate funding to cover the educational, social, and health needs of urban children and their families; and high teacher turnover are just a few of the vital issues that call for partnerships with communities, service agencies,…

Improving Responses to Individual and Family Crises. Learning Guide 10. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This learning guide on improving responses to individual and family crises is part of a series of learning guides developed for competency-based adult consumer and homemaking education programs in community colleges, adult education centers, community centers, and the workplace. Focus is on the connections among personal, family, and job…

Transforming Community College Education at The City University of New York

ERIC Educational Resources Information Center

Schmidt, Benno

2013-01-01

The City University of New York (CUNY) developed and implemented two evidence-based, educational initiatives at its community colleges. Accelerated Study in Associate Programs (ASAP), on six campuses, helped 55 percent of students who enter with one or two developmental needs earn an associate degree within three years. This compares with 20…

Rural Schools and Community Education.

ERIC Educational Resources Information Center

De Largy, Paul

1981-01-01

A community education project in Brooks County, Georgia, began in 1977 with five people, developed county-wide support, and now includes a community education county council, federal funding, volunteer programs, after-school programs, agricultural education (especially swine production), and a day-care center. (AN)

Global/Local: What Does It Mean for Global Health Educators and How Do We Do It?

PubMed

Rowthorn, Virginia

2015-01-01

There has been dramatic growth in the number of innovative university programs that focus on social justice and teach community-based strategies that are applicable both domestically in North America and internationally. These programs often are referred to as global/local and reflect an effort to link global health and campus community engagement efforts to acknowledge that a common set of transferable skills can be adapted to work with vulnerable populations wherever they may be. However, the concepts underlying global/local education are undertheorized and universities struggle to make the global/local link without a conceptual framework to guide them in this pursuit. This study reports on the outcomes of a 2015 national meeting of 120 global health educators convened to discuss the concepts underlying global/local education, to share models of global/local programs, and to draft a preliminary list of critical elements of a meaningful and didactically sound global/local educational program. A qualitative analysis was conducted of the discussions that took place at the national meeting. The analysis was supported by videorecordings made of full-group discussions. Results were categorized into a preliminary list of global/local program elements. Additionally, a synthesis was developed of critical issues raised at the meeting that warrant future discussion and study. A preliminary list was developed of 7 program components that global health educators consider essential to categorize a program as global/local and to ensure that such a program includes specific critical elements. Interest is great among global health educators to understand and teach the conceptual link between learning on both the global and community levels. Emphasis on this link has high potential to unite the siloed fields of global health and domestic community public health and the institutions, funding options, and career pathways that flow from them. Future research should focus on implementation of global/local programming and evaluation of student learning and community health outcomes related to such programs. Copyright © 2015 The Author. Published by Elsevier Inc. All rights reserved.

Launching online education for 911 telecommunicators and EMS personnel: experiences from the North Carolina Rapid Response to Stroke Project.

PubMed

Lellis, Julie C; Brice, Jane H; Evenson, Kelly R; Rosamond, Wayne D; Kingdon, David; Morris, Dexter L

2007-01-01

We describe the development and implementation of the North Carolina Rapid Response to Stroke (NCRRS) project--a community-based online education project developed for 911 telecommunicators and EMS personnel. Two online courses, one for 911 telecommunicators and one for EMS personnel, were designed to provide timely and accessible continuing education on stroke assessment and care. Eight county-based emergency management systems, representing 15 agencies, were recruited for participation in a 4-month trial of the online courses in 2003. A total of 150 telecommunicators and 208 EMS personnel completed the courses. Results showed high levels of participant satisfaction with the program and improvements in posttest scores; agency leaders also provided positive feedback on the project. Motivators to complete the education identified by participants included peers, agency support, and materials provided by the NCRRS project. Courses were revised on the basis of feedback and successfully sustained online through August 2006, providing free stroke education for almost 1,000 additional 911 telecommunicators and EMS personnel in North Carolina. We describe the process of development and implementation that ensured project success. The results of this study show the need for and value of online stroke education for emergency services personnel and describe the challenges of developing and implementing online continuing education for this population. Similar education programs should be developed. Programs should incorporate comprehensive recruitment programs and community-based networks that sustain interest and promote full participation in educational offerings.

Food Allergy Training for Schools and Restaurants (The Food Allergy Community Program): Protocol to Evaluate the Effectiveness of a Web-Based Program.

PubMed

Pádua, Inês; Moreira, André; Moreira, Pedro; Barros, Renata

2018-06-12

Food allergy is a growing public health concern. The literature suggests that a significant number of reactions occur in community services, such as schools and restaurants. Therefore, suitable training and education for education and catering professionals using viable and practical tools is needed. The objective of this study is to evaluate the effectiveness of a Web-based food allergy training program for professionals working in schools and restaurants, designed to improve knowledge and good practices in the community. Free learning programs which contain educational animated videos about food allergy were developed for professionals working at schools and restaurants. The learning programs comprise of nine 5-minute videos, developed in video animation format using GoAnimate, with a total course length of 45-60 minutes. The courses for professionals at both schools and restaurants include contents about food allergy epidemiology, clinical manifestations, diagnosis and treatment, dietary avoidance, emergencies, labelling, and accidental exposure prevention. Additionally, specific topics for work practices at schools and restaurants were provided. Food allergy knowledge survey tools were developed to access the knowledge and management skills about food allergy of school and restaurant staff, at baseline and at the end of the food allergy program. The courses will be provided on the e-learning platform of the University of Porto and professionals from catering and education sectors will be invited to participate. Data collection will take place between September 2017 and October 2017, corresponding to a 2-month intervention. Final results will be disseminated in scientific journals and presented at national and international conferences. The Food Allergy Community Program intervention may improve school and restaurant professionals' commitment and skills to deal with food allergy in the community. Furthermore, this e-intervention program will provide an innovative contribution to understanding the impact of electronic health technologies on the learning process and the development of strategies for community interventions. RR1-10.2196/9770. ©Inês Pádua, André Moreira, Pedro Moreira, Renata Barros. Originally published in JMIR Research Protocols (http://www.researchprotocols.org), 12.06.2018.

The NASA SMD Science Education and Public Outreach Forums: Engaging Scientists in NASA Education and Public Outreach

NASA Astrophysics Data System (ADS)

Smith, Denise A.; Peticolas, L.; Schwerin, T.; Shipp, S.

2014-01-01

The NASA Science Mission Directorate (SMD) Education and Public Outreach (E/PO) program provides a direct return on the public’s investment in NASA’s science missions and research programs through a comprehensive suite of educational resources and opportunities for students, educators, and the public. Four Science Education and Public Outreach Forums work with SMD-funded missions, research programs, and grantees to organize individual E/PO activities into a coordinated, effective, and efficient nationwide effort, with easy entry points for scientists, educators, and the public. We outline the Forums’ role in 1) facilitating communication and collaboration among SMD E/PO programs, scientists, and educators; 2) supporting utilization of best practices and educational research; 3) creating clear paths of involvement for scientists interested in SMD E/PO; and, 4) enabling efficient and effective use of NASA content and education products. Our work includes a cross-Forum collaboration to inventory existing SMD education materials; identify and analyze gaps; and interconnect and organize materials in an accessible manner for multiple audiences. The result is NASAWavelength.org, a one-stop-shop for all NASA SMD education products, including tools to help users identify resources based upon their needs and national education standards. The Forums have also collaborated with the SMD E/PO community to provide a central point of access to metrics, evaluation findings, and impacts for SMD-funded E/PO programs (http://smdepo.org/page/5324). We also present opportunities for the astronomy community to participate in collaborations supporting NASA SMD efforts in the K - 12 Formal Education, Informal Education and Outreach, Higher Education and Research Scientist communities. See Bartolone et al., Lawton et al., Meinke et al., and Buxner et al. (this conference), respectively, to learn about Forum resources and opportunities specific to each of these communities.

Rural Programs: Vocational Education Resource Package.

ERIC Educational Resources Information Center

Evaluation and Training Inst., Los Angeles, CA.

Designed to assist community college administrators and faculty in enhancing vocational education programs and services, this resource package on rural college programs contains information about successful program strategies and ideas currently in use in vocational education programs at rural schools within the California Community Colleges…

Current trends in community-based clinical teaching programs in U.K.and Ireland dental schools.

PubMed

Lynch, Christopher D; Ash, Peter J; Chadwick, Barbara L

2013-05-01

Community-based clinical teaching/outreach programs using a variety of approaches have been established in many predoctoral dental schools around the world. The aim of this article is to report current trends in the teaching of community-based clinical teaching/outreach teaching in dental schools in the United Kingdom and Ireland. In late 2010-early 2011, a questionnaire was distributed by e-mail to deans of the eighteen established dental schools in the United Kingdom and Ireland. The questionnaire included both open and closed questions relating to current and anticipated trends in community-based clinical teaching. Fourteen responses were received (response rate=78 percent). All fourteen responding schools reported inclusion of a community-based clinical teaching program. Ten schools indicated that their program was based on total patient (comprehensive) care including the treatment of child patients. In nine schools, the program is directed by a senior clinical academic in restorative dentistry. As well as student dentists, ten schools and seven schools include teaching of student dental therapists and student dental hygienists, respectively. There is a varied experience within the schools surveyed in terms of the extent, nature, and content of these programs. Overall, however, community-based clinical teaching was seen as part of the future of dental school education in many schools as an ideal way of preparing graduates for Dental Foundation Training and subsequent independent practice.

34 CFR 403.140 - What activities does the Secretary support under the State Assistance for Vocational Education...

Code of Federal Regulations, 2013 CFR

2013-07-01

... VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION STATE VOCATIONAL AND APPLIED TECHNOLOGY EDUCATION... 34 Education 3 2013-07-01 2013-07-01 false What activities does the Secretary support under the State Assistance for Vocational Education Support Programs by Community-Based Organizations? 403.140...

34 CFR 403.140 - What activities does the Secretary support under the State Assistance for Vocational Education...

Code of Federal Regulations, 2011 CFR

2011-07-01

... VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION STATE VOCATIONAL AND APPLIED TECHNOLOGY EDUCATION... 34 Education 3 2011-07-01 2011-07-01 false What activities does the Secretary support under the State Assistance for Vocational Education Support Programs by Community-Based Organizations? 403.140...

34 CFR 403.140 - What activities does the Secretary support under the State Assistance for Vocational Education...

Code of Federal Regulations, 2014 CFR

2014-07-01

... VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION STATE VOCATIONAL AND APPLIED TECHNOLOGY EDUCATION... 34 Education 3 2014-07-01 2014-07-01 false What activities does the Secretary support under the State Assistance for Vocational Education Support Programs by Community-Based Organizations? 403.140...

34 CFR 403.140 - What activities does the Secretary support under the State Assistance for Vocational Education...

Code of Federal Regulations, 2012 CFR

2012-07-01

... VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION STATE VOCATIONAL AND APPLIED TECHNOLOGY EDUCATION... 34 Education 3 2012-07-01 2012-07-01 false What activities does the Secretary support under the State Assistance for Vocational Education Support Programs by Community-Based Organizations? 403.140...

76 FR 59702 - Notice of Intent To Award Affordable Care Act (ACA) Funding

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-27

... as the Community Transformation Grant Program, the Education and Outreach Campaign for Preventative..., deliver, and evaluate core competency-based training and education that target the public health workforce...

Community Pre-Retirement Training Program: Final Report and Statistical Summary.

ERIC Educational Resources Information Center

Wilson, Gary W.; Oerke, George

The Office of Continuing Education at Edison State Community College developed a community pre-retirement training curriculum, which was designed to make a flexible, practical, locally adaptable program available for use by corporations, chamber of commerce education committees, adult education programs, and public institutions. The objectives of…

Developing Community-Based Learning Centers for Older Adults. A Technical Assistance Manual.

ERIC Educational Resources Information Center

Sprouse, Betsy M.; Brown, Karen

Designed for community groups and organizations, groups of older adults, senior clubs, and agencies, this manual documents the process of developing community education programs for older adults. The first section introduces the concept of a community learning center, while the second section considers whether a learning center should be…

Community College Students and Federal Student Financial Aid: A Primer

ERIC Educational Resources Information Center

Juszkiewicz, Jolanta

2014-01-01

The federal government plays an indispensable role in helping community college students pay for their education. It is hard to imagine today's community college campuses without needs-based federal student aid, such as the Pell Grant program and subsidized loans. There are, however, significant differences between community college students and…

Is “Football for All” Safe for All? Cross-Sectional Study of Disparities as Determinants of 1-Year Injury Prevalence in Youth Football Programs

PubMed Central

Dahlström, Örjan; Backe, Stefan; Ekberg, Joakim; Janson, Staffan; Timpka, Toomas

2012-01-01

Background Football (soccer) is endorsed as a health-promoting physical activity worldwide. When football programs are introduced as part of general health promotion programs, equal access and limitation of pre-participation disparities with regard to injury risk are important. The aim of this study was to explore if disparity with regard to parents’ educational level, player body mass index (BMI), and self-reported health are determinants of football injury in community-based football programs, separately or in interaction with age or gender. Methodology/Principal Findings Four community football clubs with 1230 youth players agreed to participate in the cross-sectional study during the 2006 season. The study constructs (parents’ educational level, player BMI, and self-reported health) were operationalized into questionnaire items. The 1-year prevalence of football injury was defined as the primary outcome measure. Data were collected via a postal survey and analyzed using a series of hierarchical statistical computations investigating associations with the primary outcome measure and interactions between the study variables. The survey was returned by 827 (67.2%) youth players. The 1-year injury prevalence increased with age. For youths with parents with higher formal education, boys reported more injuries and girls reported fewer injuries than expected; for youths with lower educated parents there was a tendency towards the opposite pattern. Youths reporting injuries had higher standardized BMI compared with youths not reporting injuries. Children not reporting full health were slightly overrepresented among those reporting injuries and underrepresented for those reporting no injury. Conclusion Pre-participation disparities in terms of parents’ educational level, through interaction with gender, BMI, and self-reported general health are associated with increased injury risk in community-based youth football. When introduced as a general health promotion, football associations should adjust community-based youth programs to accommodate children and adolescents with increased pre-participation injury risk. PMID:22928035

Is "football for all" safe for all? Cross-sectional study of disparities as determinants of 1-year injury prevalence in youth football programs.

PubMed

Dahlström, Örjan; Backe, Stefan; Ekberg, Joakim; Janson, Staffan; Timpka, Toomas

2012-01-01

Football (soccer) is endorsed as a health-promoting physical activity worldwide. When football programs are introduced as part of general health promotion programs, equal access and limitation of pre-participation disparities with regard to injury risk are important. The aim of this study was to explore if disparity with regard to parents' educational level, player body mass index (BMI), and self-reported health are determinants of football injury in community-based football programs, separately or in interaction with age or gender. Four community football clubs with 1230 youth players agreed to participate in the cross-sectional study during the 2006 season. The study constructs (parents' educational level, player BMI, and self-reported health) were operationalized into questionnaire items. The 1-year prevalence of football injury was defined as the primary outcome measure. Data were collected via a postal survey and analyzed using a series of hierarchical statistical computations investigating associations with the primary outcome measure and interactions between the study variables. The survey was returned by 827 (67.2%) youth players. The 1-year injury prevalence increased with age. For youths with parents with higher formal education, boys reported more injuries and girls reported fewer injuries than expected; for youths with lower educated parents there was a tendency towards the opposite pattern. Youths reporting injuries had higher standardized BMI compared with youths not reporting injuries. Children not reporting full health were slightly overrepresented among those reporting injuries and underrepresented for those reporting no injury. Pre-participation disparities in terms of parents' educational level, through interaction with gender, BMI, and self-reported general health are associated with increased injury risk in community-based youth football. When introduced as a general health promotion, football associations should adjust community-based youth programs to accommodate children and adolescents with increased pre-participation injury risk.

A national clinician–educator program: a model of an effective community of practice

PubMed Central

Sherbino, Jonathan; Snell, Linda; Dath, Deepak; Dojeiji, Sue; Abbott, Cynthia; Frank, Jason R.

2010-01-01

Background The increasing complexity of medical training often requires faculty members with educational expertise to address issues of curriculum design, instructional methods, assessment, program evaluation, faculty development, and educational scholarship, among others. Discussion In 2007, The Royal College of Physicians & Surgeons of Canada responded to this need by establishing the first national clinician–educator program. We define a clinician–educator and describe the development of the program. Adopting a construct from the business community, we use a community of practice framework to describe the benefits (with examples) of this program and challenges in developing it. The benefits of the clinician–educator program include: improved educational problem solving, recognition of educational needs and development of new projects, enhanced personal educational expertise, maintenance of professional satisfaction and retention of group members, a positive influence within the Royal College, and a positive influence within other Canadian academic institutions. Summary Our described experience of a social reorganization – a community of practice – suggests that the organizational and educational benefits of a national clinician–educator program are not theoretical, but real. PMID:21151594

Campus-Based Financial Aid Programs: Trends and Alternative Allocation Strategies

ERIC Educational Resources Information Center

Kelchen, Robert

2017-01-01

Two federal campus-based financial aid programs, the Supplemental Educational Opportunity Grant (SEOG) and the Federal Work-Study Program (FWS), combine to provide nearly US$2 billion in funding to students with financial need. However, the allocation formulas have changed little since 1965, resulting in community colleges and newer institutions…

Analyzing Workforce Education. Monograph.

ERIC Educational Resources Information Center

Texas Community & Technical Coll. Workforce Education Consortium.

This monograph examines the issue of task analysis as used in workplace literacy programs, debating the need for it and how to perform it in a rapidly changing environment. Based on experiences of community colleges in Texas, the report analyzes ways that task analysis can be done and how to implement work force education programs more quickly.…

A Source Book for Taxation: Myths and Realities.

ERIC Educational Resources Information Center

Hellman, Mary A.

This sourcebook is one of two supplementary materials for a newspaper course about taxes and tax reform. Program ideas and sources of related resources compiled in the sourcebook are designed to help civic and group leaders and educators plan educational community programs based on the course topics. Section one describes ways in which the program…

Evaluation of a Place-Based Environmental Education Program: From There to Here

ERIC Educational Resources Information Center

Cincera, Jan; Johnson, Bruce; Kovacikova, Silvia

2015-01-01

The article introduces a Czech environmental education middle school program focused on helping students develop place attachment to their community and on increasing their interest in natural area in their region. The evaluation applied a mixed approach combining pretesting/posttesting of the students (N = 158), two group interviews with selected…

Program Development and Evaluation for Schools and Communities.

ERIC Educational Resources Information Center

Gottfredson, Gary D.; Nettles, Saundra M.; McHugh, Barbara E.

This guide was developed to empower individuals and organizations to solve social and educational problems. It is intended for use by anyone interested in leading groups in developing programs to improve education. The principles and methods that it contains are based on psychological theory and research, and it is intended to stimulate effective…

Developing a Marketing Strategy for an Early Childhood Education Program in Hawaii.

ERIC Educational Resources Information Center

Hammon, Virginia

A marketing plan designed to increase enrollment and community support for early childhood education programs in Hawaii is presented. Expansion, economic and demographic trends, changes in state funding policies, and inadequate marketing had resulted in a drop in alternative school enrollment. The resulting support base was unable to support…

Promoting Strategic STEM Education Outreach Programming Using a Systems-Based STEM-EO Model

ERIC Educational Resources Information Center

Ward, Annmarie R.

2015-01-01

In this paper a STEM Education Outreach (STEM-EO) Model for promoting strategic university outreach programming at Penn State University to the benefit of university, school district and community stakeholders is described. The model considers STEM-EO as a complex system involving overarching learning goals addressed within four outreach domains…

Engaging Communities in Education and Research: PBRNs, AHEC, and CTSA

PubMed Central

Westfall, John M.; Ingram, Beth; Navarro, Daniel; Magee, Deidre; Niebauer, Linda; Zittleman, Linda; Fernald, Douglas; Pace, Wilson

2012-01-01

Abstract Background: Community engagement has become a prominent element in medical research and is an important component of the Clinical and Translational Science Awards program. Area Health Education Centers engage communities in education and workforce development. Methods: Engaging Communities in Education and Research (ECER) is a successful collaboration among the Colorado Area Health Education Center (AHEC), the Colorado Clinical Translational Science Institute, and Shared Network of Collaborative Ambulatory Practices and Partners—Colorado’s practice‐based research collaborative. The ECER Conference is an annual conference of community members, health care providers, clinical preceptors, AHEC board members, university faculty, primary care investigators, program administrators, and community organization leaders. Results: Over 1,000 people have participated in the ECER Conference representing all regions of Colorado. Several projects from the “new ideas” breakout session have been developed and completed. Six‐month follow‐up provided evidence of numerous new collaborations, campus‐community partnerships, and developing research projects. Several new collaborations highlight the long‐term nature of building on relationships started at the ECER Conference. Discussion and Conclusion: ECER has been a successful collaboration to develop and support campus‐community collaborations in Colorado. Although seemingly just a simple 3‐day conference, we have found that this event has lead to many important partnerships. Clin Trans Sci 2012; Volume #: 1–9 PMID:22686202

Papers of the Rural Community Development Seminar: Focus on Iowa.

ERIC Educational Resources Information Center

Iowa State Univ. of Science and Technology, Ames. Center for Agricultural and Rural Development.

A seminar was conducted which provides a foundation upon which research, education, and action programs might be based as a state university brings its programs to focus more fully on the economic and social problems of rural areas. Papers presented covered the following subjects: objectives of community development, trends related to rural areas,…

Connecting the Dots for Youth Development in American Indian Communities: A Story of the Reach for the Sky Project

ERIC Educational Resources Information Center

Carlson, Stephan; Hardman, Alisha M.; Marczak, Mary S.

2011-01-01

This second article in "JAIE'"s new "Reports from the Field" section1 explores a culturally based science, technology, engineering, and mathematics (STEM) program at a northern Minnesota Bureau of Indian Education high school. Engaging American Indian youth from disenfranchised communities in STEM programs has been challenging.…

45 CFR 2519.300 - Who may participate in a Higher Education program?

Code of Federal Regulations, 2010 CFR

2010-10-01

... FOR NATIONAL AND COMMUNITY SERVICE HIGHER EDUCATION INNOVATIVE PROGRAMS FOR COMMUNITY SERVICE Participant Eligibility and Benefits § 2519.300 Who may participate in a Higher Education program? Students... 45 Public Welfare 4 2010-10-01 2010-10-01 false Who may participate in a Higher Education program...

Improvement in maternal health literacy among pregnant women who did not complete compulsory education: policy implications for community care services.

PubMed

Ohnishi, Mayumi; Nakamura, Keiko; Takano, Takehito

2005-05-01

This paper examined factors that influence the improvement in maternal health literacy among pregnant women in Paraguay, including those who did not complete compulsory education but participated in a community-based antenatal care program. Structured interviews were conducted to evaluate the pregnant women's maternal health literacy during their first, second, and third visits to the program in the Caazapa Region. The associations between individual maternal health knowledge scores and its gains, healthcare personnel capabilities, available health facility equipment, community social network, and living environment were analyzed by multiple regression analysis. The mean maternal health knowledge score from 124 women who completed three-consecutive assessments increased between the first and third interviews. Higher capabilities of healthcare personnel and better living environment were significantly related to gains in the maternal health knowledge score (p<0.01). Wider application of a community-based antenatal care program to meet the needs of those who are functionally illiterate in the standard language of the country, training for community healthcare personnel to improve capabilities, and resources for social network in the community would contribute to the improvement in maternal health literacy.

Learning the moral economy of commodified health care: "community education," failed consumers, and the shaping of ethical clinician-citizens.

PubMed

Rivkin-Fish, Michele

2011-06-01

Leaders of health professional schools often support community-based education as a means of promoting emerging practitioners' awareness of health disparities and commitment to serving the poor. Yet, most programs do not teach about the causes of health disparities, raising questions regarding what social and political lessons students learn from these experiences. This article examines the ways in which community-based clinical education programs help shape the subjectivities of new dentists as ethical clinician-citizens within the US commodified health care system. Drawing on ethnographic research during volunteer and required community-based programs and interviews with participants, I demonstrate three implicit logics that students learned: (1) dialectical ideologies of volunteer entitlement and recipient debt; (2) forms of justification for the often inferior care provided to "failed" consumers (patients with Medicaid or uninsured); and (3) specific forms of obligations characterizing the ethical clinician-citizen. I explore the ways these messages reflected the structured relations of both student encounters and the overarching health care system, and examine the strategies faculty supervisors undertook to challenge these messages and relations. Finally, I argue that promoting commitments to social justice in health care should not rely on cultivating altruism, but should instead be pursued through educating new practitioners about the lives of poor people, the causal relationships between poverty and poor health, and attention to the structure of health care and provider-patient interactions. This approach involves shining a critical light on America's commodified health care system as an arena based in relations of power and inequality.

When You Can't Get out: "Strategies for Supporting Community-Based Instruction"

ERIC Educational Resources Information Center

Steere, Daniel E.; DiPipi-Hoy, Caroline

2012-01-01

Although community-based instruction (CBI) is an essential component of an effective educational program for students with severe disabilities, teachers frequently struggle to implement such instruction on a frequent and consistent enough basis for students to learn functional skills quickly and efficiently. This article describes evidence-based…

Integrating Severely Handicapped Learners: Potential Teacher Liability in Community Based Programs.

ERIC Educational Resources Information Center

Brady, Michael P.; Dennis, H. Floyd

1984-01-01

The paper examines elements of negligence and other legal concerns in view of the evolving trend to educate severely handicapped persons in integrated, community based settings. Duty, care, risk, and appropriate placement and instruction are discussed. Finally, recommendations for avoiding teacher liability are presented. (Author/CL)

10 Myths & Realities about Community College Teacher Education Programs. Second Edition

ERIC Educational Resources Information Center

Maricopa Community Colleges, 2009

2009-01-01

As community colleges emerge as a solution to the teacher quality and shortage issue, the National Association of Community College Teacher Education Programs (NACCTEP) created this pamphlet in an attempt to dispel any misperceptions individuals may have about the community college role in teacher education. "10 Myths About Community College…

PLAN Bicol, Philippines: health manpower development program in action.

PubMed

Lind, K

1994-06-01

PLAN Bicol in the Philippines is a community based Health Manpower Development Program (HMDP) geared toward training and mobilization of indigenous health practitioners, providing infrastructural and logistical support to individual families, and educating the community about health, nutrition, and the environment. The field officer recommends at the initiation of a project that program staff have roles that are well defined. New programs should be introduced to the community first and should involve the community in the planning stages. The HMDP program is directed to 38 villages located around national parks that have suffered from deforestation. Community health issues are malnutrition, low immunization, and lack of access to health services. HMDP established a training program for auxiliary health workers (AHWs), who make a commitment to return to their villages after training. Midwives are being trained at local schools. Village houses are being built and repaired; water systems and sanitary toilet facilities are being installed. Village health stations have been constructed and equipped with basic medicines, supplies, and equipment, and are open 5 days a week. Health education classes inform the community about nutrition and health. The problems at inception were the unwillingness of field staff to participate in the program and a high drop out rate among AHWs. Problems were worked out as the program progressed. Facilitative factors are the close coordination with the provincial health office, community acceptance, and the availability of qualified people.

Impact of an interprofessional education program on developing skilled graduates well-equipped to practise in rural and underserved areas.

PubMed

Mpofu, Ratie; Daniels, Priscilla S; Adonis, Tracy-Ann; Karuguti, Wallace M

2014-01-01

Poverty, limited access to resources and a lack of infrastructure characterise the division of rural areas from urban South Africa. Low numbers of social welfare professionals compound the problem. With education linked inextricably in social responsibility, higher education institutions (HEIs) are called upon increasingly to create conditions that encourage students and graduates to practise in more socially responsible ways, involving more than mere disciplinary expertise or technical knowledge, and that consider the problems of rural areas. Use of interprofessional education (IPE) programs, based on teamwork, could enable HEIs to train and guide health sciences students in how best to cooperate with each other and combine their skills to mutual benefit. This would enable them to develop professional skills facilitated by interactive engagement within community settings. Referencing experience gained in Australia and elsewhere, the Faculty of Community and Health Sciences (FCHS) at the University of Western Cape (UWC) has developed and applied an IPE program for South Africa. Students were placed in interdisciplinary groups in a rural and underserved municipality of the Western Cape - 17 students participated in a study on the effectiveness of this program. A quantitative self-administered questionnaire, followed by qualitative focus group discussions, established student perceptions of their IPE experience, how the experience influenced their intentions for or against future practice in rural and underserved areas, and their interest in future interprofessional collaboration and practice. More than 75% of the participating students agreed that they had learnt to develop knowledge base, procedural and healthcare practice presentation skills, along with preparing written community health histories. Student willingness to practise in rural areas was evidenced, citing community- and resource-based factors as determinants; however, concerns that some community members had 'own agendas' were expressed. Nearly all students highly appreciated their learning and service delivery development, but 47% felt that their educational experience did not go as far as expected. Student concerns were a lack of structured student placement for IPE to occur in the program, as well as limited staff supervision of students. The UWC FCHS IPE program is evidenced as a valid approach to encouraging health sciences students and graduates to choose to practise in more socially responsible ways. However, improvement of placement and supervision methodology and practice should be explored at faculty level and implemented in future IPE programs.

Development of a theater-based nutrition and physical activity intervention for low-income, urban, African American adolescents.

PubMed

Jackson, Caree J; Mullis, Rebecca M; Hughes, Marilyn

2010-01-01

Childhood overweight is disproportionately worse in minority and low-income populations. Theater is a promising and effective tool for delivering health education to these underserved populations, but no known studies have examined the use of theater to promote both nutrition and physical activity to minority youth. To develop an interactive, theater-based intervention that conveys health messages to low-income, urban, African Americans and engages them in learning ways to adopt a healthy lifestyle. Community partners worked to develop a theater-based nutrition and physical activity intervention. A focus group provided urban adolescents' thoughts about their desires for the intervention. Based on input from all community partners, the group created a theater-based intervention. Researchers used a quasi-experimental (pre-/posttest) design with a community-based participatory research (CBPR) approach. Participants learned health messages through theater, dance, and music and gave feedback on the program sessions and materials. The program ended with a dinner theater performance showcasing information that students learned during the intervention. Participants received six theater-based health lessons. Learning objectives for each health education session were achieved. Each participant contributed to and performed in the final performance. All program participants were highly satisfied with the theater-based method of learning health messages. A community-academic partnership succeeded in developing a theater-based nutrition and physical activity intervention that satisfied participating adolescents.

Theme: Trends and Issues Affecting the Future of Agricultural Education.

ERIC Educational Resources Information Center

Agricultural Education Magazine, 2000

2000-01-01

Articles discuss trends and issues in agricultural education, community and technical colleges, career/technical studies, Australian agriculture, agricultural science and technology programs in urban areas, genetic engineering, the impact of changing technologies on agricultural education, volunteers, and performance-based assessment. (JOW)

Democratic Learning Communities in Educational Leadership Programs

ERIC Educational Resources Information Center

Singh, Kathryn; Basom, Margaret; Perez, Lynne

2009-01-01

In this article, we address the characteristics of democratic education, examine learning communities in higher education and offer suggestions for faculty in Educational Leadership programs to develop learning communities in their classrooms that more systematically and effectively address issues of democracy. This publication aligns with the…

Linking Research, Education and Public Engagement in Geoscience: Leadership and Strategic Partnerships.

NASA Astrophysics Data System (ADS)

Moosavi, S. C.

2017-12-01

By their very nature, the geosciences address societal challenges requiring a complex interplay between the research community, geoscience educators and public engagement with the general population to build their knowledge base and convince them to act appropriately to implement policies guided by scientific understanding. The most effective responses to geoscience challenges arise when strong collaborative structures connecting research, education and the public are in place to afford rapid communication and trust at all stages of the investigative and policy implementation processes. Educational programs that involve students and scientists via service learning exploring high profile issues of community interest and outreach to teachers through professional development build the network of relationships with geoscientists to respond rapidly to solve societal problems. These pre-existing personal connections simultaneously hold wider credibility with the public than unfamiliar scientific experts less accustomed to speaking to general audiences. The Geological Society of America is leveraging the research and educational experience of its members to build a self-sustaining state/regional network of K-12 professional development workshops designed to link the academic, research, governmental and industrial communities. The goal is not only to improve the content knowledge and pedagogical skills which teachers bring to their students, but also to build a diverse community of trust capable of responding to geoscience challenges in a fashion relevant to local communities. Dr. Moosavi is building this program by drawing on his background as a biogeochemistry researcher with 20 years experience focused on use of place-based approaches in general education and pre- and in-service teacher preparation in Research 1 and comprehensive universities, liberal arts and community colleges and high school. Experience with K-12 professional development working with the Minnesota Mineral Education Workshop and an undergraduate service learning research program related to beach erosion and the BP Oil Spill on Grand Isle, Louisiana are of particular value to this effort.

Tree Changes or Wholesale Changes: The Role of Adult Education in Transitions in Regional Life

ERIC Educational Resources Information Center

Townsend, Robert; Delves, Melinda

2009-01-01

Regional adult education and training providers have been required in recent decades to adapt to funding structures rather than engage with their local communities. This has meant providing education programs that are funded based on national or State and Territory based policy frameworks, often linked to human capital development. Adult education…

Educational Statistics Authentic Learning CAPSULES: Community Action Projects for Students Utilizing Leadership and E-Based Statistics

ERIC Educational Resources Information Center

Thompson, Carla J.

2009-01-01

Since educational statistics is a core or general requirement of all students enrolled in graduate education programs, the need for high quality student engagement and appropriate authentic learning experiences is critical for promoting student interest and student success in the course. Based in authentic learning theory and engagement theory…

Payment in Heaven: Can Early Childhood Education Policies Help Women Too?

ERIC Educational Resources Information Center

Newberry, Jan; Marpinjun, Sri

2018-01-01

Based on research and activism on early childhood education and care in the area of Yogyakarta, Indonesia, we argue that the Indonesian government's focus on early childhood has come at a cost to local women. Community-based early childhood programs are delivered by women whose work is unpaid or underpaid. Although early childhood education in the…

Community Based Psychosocial Education Can Improve Mood Disturbance in Breast Cancer Survivors at Various Stages of Their Recovery.

PubMed

Kokavec, Anna

2016-11-01

Psychosocial distress can contribute to avoidance, refusal, or discontinuation of cancer treatment, which could impact recovery and survival. The aim of the present study was to evaluate the effectiveness of a community based psychosocial program on alleviating mood disturbance in breast cancer survivors at different stages of their breast cancer journey. A total of 37 women participated in an 8-week psychosocial program at their local community centre. The weekly 3-hour program was delivered in a small group format. Program components included health education, behavioural training, cognitive behavioural therapy, art therapy and stress-management. Questionnaires aimed at assessing psychiatric morbidity and mood adjustment were administered at the beginning of the program (Pre) and at the completion of the program (Post). Group data revealed a significant reduction in psychiatric morbidity and improved psychological adjustment. When participants were divided into degree of psychiatric morbidity (mild, moderate, severe, very severe) a significant reduction in the reporting of anxiety symptoms in the mild, moderate, severe and very severe groups was reported; depression symptoms in the severe and very severe groups were noted, and anger, confusion and somatic symptoms in the mild group were noted. The level of activity was also significantly improved in the very severe group. A structured community based psychosocial program is beneficial to women struggling to come to terms with the emotional consequences of breast cancer at all stages of recovery.

A Comparative Analysis of Collaborative Leadership Skills Employed by Graduates of Cohort Based and Non-Cohort Based Doctoral Programs in Eduational Leadership

ERIC Educational Resources Information Center

Breton Caminos, Michelle Evangeline

2015-01-01

This qualitative comparative case analysis investigates the leadership approaches of the graduates of two educational leadership doctoral programs in Upstate New York--one a cohort-modeled program, the other a non-cohort program--with specific attention to collaboration. Responses from participants indicate key differences in Engaging Communities,…

34 CFR 403.141 - What are the application requirements for the State Assistance for Vocational Education Support...

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 3 2011-07-01 2011-07-01 false What are the application requirements for the State Assistance for Vocational Education Support Programs by Community-Based Organizations? 403.141 Section 403.141 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF...

34 CFR 403.141 - What are the application requirements for the State Assistance for Vocational Education Support...

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 3 2010-07-01 2010-07-01 false What are the application requirements for the State Assistance for Vocational Education Support Programs by Community-Based Organizations? 403.141 Section 403.141 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF...

Financing Residency Training Redesign.

PubMed

Carney, Patricia A; Waller, Elaine; Green, Larry A; Crane, Steven; Garvin, Roger D; Pugno, Perry A; Kozakowski, Stanley M; Douglass, Alan B; Jones, Samuel; Eiff, M Patrice

2014-12-01

Redesign in the health care delivery system creates a need to reorganize resident education. How residency programs fund these redesign efforts is not known. Family medicine residency program directors participating in the Preparing Personal Physicians for Practice (P(4)) project were surveyed between 2006 and 2011 on revenues and expenses associated with training redesign. A total of 6 university-based programs in the study collectively received $5,240,516 over the entire study period, compared with $4,718,943 received by 8 community-based programs. Most of the funding for both settings came from grants, which accounted for 57.8% and 86.9% of funding for each setting, respectively. Department revenue represented 3.4% of university-based support and 13.1% of community-based support. The total average revenue (all years combined) per program for university-based programs was just under $875,000, and the average was nearly $590,000 for community programs. The vast majority of funds were dedicated to salary support (64.8% in university settings versus 79.3% in community-based settings). Based on the estimated ratio of new funding relative to the annual costs of training using national data for a 3-year program with 7 residents per year, training redesign added 3% to budgets for university-based programs and about 2% to budgets for community-based programs. Residencies undergoing training redesign used a variety of approaches to fund these changes. The costs of innovations marginally increased the estimated costs of training. Federal and local funding sources were most common, and costs were primarily salary related. More research is needed on the costs of transforming residency training.

Education in Action, School Year 1975-1976.

ERIC Educational Resources Information Center

Robin, Fay

This report is an evaluation of selected New York City Umbrella Programs funded under a special grant from the New York State Legislature. The 1975-76 Education in Action Program, a community health education program, served 427 elementary and junior high school students and 105 community parents in the Harlem and East Harlem communities. The…

75 FR 37779 - Office of Elementary and Secondary Education; Smaller Learning Communities Program; Notice...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-30

... DEPARTMENT OF EDUCATION [CFDA No. 84.215L] Office of Elementary and Secondary Education; Smaller Learning Communities Program; Notice Inviting Applications for New Awards Using Fiscal Year (FY) 2009 Funds... applications for new awards using fiscal year (FY) 2009 funds for the Smaller Learning Communities Program...

Pharmacist-initiated hepatitis C virus screening in a community pharmacy to increase awareness and link to care at the medical center.

PubMed

Isho, Nadine Y; Kachlic, Marlowe Djuric; Marcelo, Jennifer Chan; Martin, Michelle T

To describe the design and implementation of a pharmacist-led hepatitis C virus (HCV) screening and education program in a community pharmacy with a protocol for linkage to care at the affiliated hepatology clinic for patients born between 1945 and 1965. Outpatient pharmacy affiliated with the University of Illinois Hospital and Health Sciences System. The community pharmacist resident conducted the HCV screening at the health system-based community pharmacy. Community pharmacists provided patients with HCV screening and education while patients waited for their prescriptions to be ready or upon appointment. Patients were given a questionnaire before and after HCV education to assess the impact of pharmacist-provided education on patient knowledge. A protocol was developed to link patients with a positive HCV antibody test result to care with a hepatologist for confirmatory testing at a follow-up appointment at the medical center. Investigators assessed the feasibility of providing the screening and education, recorded the number of patients screened, and recorded the differences in the questionnaire responses before and after education. Pharmacist-led HCV screening services were implemented successfully at the community pharmacy. All patients had a negative antibody result; therefore, linkage to care at the medical center, although available, was not necessary. The self-reported posttest HCV knowledge scores were significantly higher than pretest scores. This article outlines the methodology for providing a multidisciplinary HCV screening, education, and referral program in a community pharmacy affiliated with a medical center. Pharmacist-initiated HCV screening in a community pharmacy can assist with identifying patients at risk for HCV infection and provide patients with linkage to care in the health system. This report may encourage community pharmacists to conduct future prospective trials to evaluate clinical and economic outcomes of community-based HCV screenings. Copyright © 2017 American Pharmacists Association®. Published by Elsevier Inc. All rights reserved.

Efficacy of an outdoor air pollution education program in a community at risk for asthma morbidity.

PubMed

Dorevitch, Samuel; Karandikar, Abhijay; Washington, Gregory F; Walton, Geraldine Penny; Anderson, Renate; Nickels, Leslie

2008-11-01

Asthma management guidelines recommend avoiding exposure to indoor and outdoor air pollutants. A limitation of such recommendations is that they do not provide information about how the public should obtain and act on air quality information. Although the Air Quality Index (AQI) provides simplified outdoor air quality forecasts, communities with high rates of asthma morbidity tend to have low rates of internet access due to factors such as low socioeconomic status. Assessments of knowledge about air quality among low-income minority communities are lacking, as are community-based programs to educate the public about using the AQI. An air quality education program and system for disseminating air quality information were developed to promote pollutant avoidance during the reconstruction of a major highway in a low-income minority community on Chicago's South Side. The program, which centered on workshops run by community asthma educators, was evaluated using a pre-test, post-test, and 1-year follow-up questionnaire. A total of 120 community workshop participants completed at least a portion of the evaluation process. At baseline, knowledge about air quality was limited. Following the workshops, substantial increases were noted in rates of correct answers to questions about health effects of air pollution, the availability of air quality information, and the color code for an AQI category. Approximately 1 year after the workshops were held, few participants could recall elements of the training. Few participants have internet access, and alternative means of distributing air quality information were suggested by study participants. Baseline knowledge of air quality information was limited in the community studied. Air quality education workshops conducted by community educators can increase knowledge about outdoor air quality and its impact on health over the short term. Refresher workshops or other efforts to sustain the knowledge increase may be useful. Given the known short-term and long-term effects of air quality on morbidity and mortality, air quality education efforts should be further developed, evaluated, and promoted for the general public, for people with underlying cardiopulmonary disease, and given the documented health disparities within the general population, for low-income and minority communities.

Community-level moderators of a school-based childhood sexual assault prevention program.

PubMed

Morris, Matthew C; Kouros, Chrystyna D; Janecek, Kim; Freeman, Rachel; Mielock, Alyssa; Garber, Judy

2017-01-01

Childhood sexual abuse (CSA) is highly prevalent and associated with a wide variety of negative mental and physical health outcomes. School-based CSA education and prevention programs have shown promise, but it is unclear to what extent community-level characteristics are related to their effectiveness. The present cluster randomized controlled trial evaluated community-level moderators of the Safe@Lastprogramcomparedtoawaitlistcontrolcondition.(*) Knowledge gains from pre- to post-intervention were assessed in 5 domains: safe versus unsafe people; safe choices; problem-solving; clear disclosure; and assertiveness. Participants were 1177 students (46% White, 26% African American, 15% Hispanic, 4% Asian American, 6% Other) in grades 1 through 6 from 14 public schools in Tennessee. Multilevel models accounting for the nesting of children within schools revealed large effect sizes for the intervention versus control across all knowledge domains (d's ranged from 1.56 to 2.13). The effectiveness of the program was moderated by mean per capita income and rates of substantiated cases of child abuse and neglect in the community. Intervention effects were stronger for youth living in lower as compared to higher income counties, and for youth attending schools in counties with lower as compared to higher abuse/neglect rates. Child characteristics (sex, race) did not moderate intervention effects. This research identified two community-level factors that predicted the effectiveness of a CSA education and prevention program designed to improve children's knowledge of personal safety skills. School-based CSA prevention programs may require modification for communities with higher rates of child abuse and neglect. Copyright © 2016 Elsevier Ltd. All rights reserved.

The Expanding Role of Community-Based Organizations: Implications for Vocational Education. Occasional Paper No. 90.

ERIC Educational Resources Information Center

Poulard, Othello W.

Community-based organizations (CBOs) are neighborhood-based groups committed to providing human services to poor and minority individuals. The charge that government ineptness generates a need for CBOs is supported by examination of the federal government's operation of the general revenue sharing program. A project set up by CBOs collected data…

Redefining Scientist-Educator Partnerships: Science in Service at Stanford

NASA Astrophysics Data System (ADS)

Beck, K.

2005-05-01

The Stanford Solar Observatories Group and Haas Center for Public Service have created an innovative model for scientist-educator partnerships in which science students are trained and mentored by public service education professionals to create outreach events for local communities. The program, Science in Service, is part of the EPO plan for the Solar Group's participation in NASA's Solar Dynamics Observatory mission. Based on the principles of service learning, the Science in Service Program mentors college science students in best practices for communicating science and engages these students in public service projects that center on teaching solar science. The program goals are to - Enhance and expand the learning experiences that pre-college students, from underserved and underrepresented groups in particular, have in science and technology. - Promote leadership in community service in the area of science and engineering among the next generation of scientists and engineers, today's undergraduate students. - Encourage science and engineering faculty to think creatively about their outreach requirements and to create a community of faculty committed to quality outreach programs. This talk will describe the unique advantages and challenges of a research-public service partnership, explain the structure of Stanford's Science in Service Program, and present the experiences of the undergraduates and the outreach communities that have been involved in the program.

Community-based Diabetes Education for Latinos: The Diabetes Empowerment Education Program.

PubMed

Castillo, Amparo; Giachello, Aida; Bates, Robin; Concha, Jeannie; Ramirez, Vanessa; Sanchez, Carlos; Pinsker, Eve; Arrom, Jose

2010-01-01

The purpose of this study was to conduct a diabetes education program delivered by community health workers (CHWs) in community settings and to evaluate its effectiveness in improving glycemic control and self-management skills in Hispanics/Latinos with type 2 diabetes. Trained CHWs recruited Hispanic/Latino community residents with self-reported type 2 diabetes, implemented intervention in nonclinical locations, and collected data on diabetes knowledge, self-care behaviors, self-efficacy, depression, A1C, weight, and blood pressure. Classes applied participatory techniques and were delivered in 2-hour group sessions over 10 weeks. Two focus groups collected qualitative postintervention data. Seventy participants enrolled, and 47 completed pretest and posttest data. Improvements were significant for A1C (P = .001) and systolic blood pressure (P = .006). Other positive outcomes were diabetes knowledge, physical activity, spacing carbohydrates, following a healthy eating plan, and eating fruits and vegetables. Improved behaviors also included foot care, glucose self-monitoring, and medication adherence. Depressive symptoms showed a positive trend in intent-to-treat analysis (P = .07), but self-efficacy did not change significantly (P = .142). Qualitative information reported an increase in participants' perceived competence in self-care and a positive influence of CHWs in participants' compliance with the program. A diabetes self-management education program for Hispanics/Latinos led by CHWs can be implemented in community settings and may effectively improve behavioral skills and glycemic control.

Community-Engaged Courses in a Conflict Zone: A Case Study of the Israeli Academic Corpus

ERIC Educational Resources Information Center

Golan, Daphna; Shalhoub-Kevorkian, Nadera

2014-01-01

This article is based on an action-oriented study of 13 community-engaged courses at 11 institutions of higher education in Israel. These courses were not part of peace education programs but rather accredited academic courses in various disciplines, all of which included practice and theory. The purpose of this article is to demonstrate how these…

Impact of education and training on type of care provided by community-based breastfeeding counselors: a cross-sectional study

PubMed Central

2011-01-01

Background Studies using community-based breastfeeding counselors (CBBCs) have repeatedly shown positive impact on breastfeeding initiation, exclusivity and duration, particularly among low-income mothers. To date, there has not been a comprehensive study to determine the impact of CBBC attributes such as educational background and training, on the type of care that CBBCs provide. Methods This was a cross-sectional study of a convenience sample of CBBCs to ascertain the influence of counselor education and type of training on type of support and proficiency of CBBCs in communities across the United States. Invitations to participate in this online survey of CBBCs were e-mailed to program coordinators of the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC), La Leche League, and other community-based health organizations, who in turn invited and encouraged their CBBCs to participate. Descriptive analysis was used to describe participants (N = 847), while bivariate analysis using χ2 test was used to examine the differences between CBBC education, training received and breastfeeding support skills used. Multivariate logistic regression was used to assess the independent determinants of specific breastfeeding support skills. Results The major findings from the research indicate that overall, educational attainment of CBBCs is not a significant predictor for the curriculum used in their training and type of support skills used during counseling sessions, but initial training duration was positively associated with the use of many breastfeeding support skills. Another major influence of counselor support to clients is the type of continuing education they receive after their initial training, with higher likelihood of use of desirable support skills associated with counselors continuing their breastfeeding education at conferences or trainings away from their job sites. Conclusions Our results show that different programs use different training curricula to train their CBBCs varying in duration and content. Counselor education is not a significant predictor of the type of training they receive. Continuing breastfeeding education is a significant determinant of type of counseling techniques used with clients. Further research is therefore needed to critically examine the content of the various training curricula of CBBC programs. This may show a need for a standardized training curriculum for all CBBC programs worldwide to make CBBCs more proficient and efficient, ensuring successful and optimum breastfeeding experiences for mothers and their newborns. PMID:21871062

45 CFR 2519.600 - How are funds for Higher Education programs distributed?

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false How are funds for Higher Education programs...) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE HIGHER EDUCATION INNOVATIVE PROGRAMS FOR COMMUNITY SERVICE Distribution of Funds § 2519.600 How are funds for Higher Education programs distributed? All funds under this...

Health-profession students’ teaching and learning expectations in Ugandan medical schools: pre- and postcommunity placement comparison

PubMed Central

Wakida, Edith K; Ruzaaza, Gad; Muggaga, Kintu; Akera, Peter; Oria, Hussein; Kiguli, Sarah

2015-01-01

Purpose The benefits of community-based medical education for both students and teachers are becoming increasingly clear. However, there is paucity of information about the importance of incorporating students’ thoughts in the community-based education curriculum and the impact it has on their intentions to work in rural communities. The purpose of this study was to assess the teaching and learning expectations before and after placement of health-profession students going for community placement for the first time and make suggestions for improvement of the community-based programs. Methods The study was a cross-sectional survey with both structured and unstructured questions. Participants were recruited from four medical schools in Uganda targeting 100% participation of health-profession students going for community placement in 2014. In total, 454 and 305 participants responded to self-administered questionnaires before and after community placement, respectively; and they were from different programs and years of study. Results Students’ learning expectations before placement, in ranking were: community engagement, interpersonal skills, community diagnosis, clinical skills, lifestyle practices, and patient management. After placement, the order of ranking was: interpersonal skills, community engagement, community diagnosis, lifestyle practices, clinical skills, and patient management. Most of the students had prior rural exposure and expected to do community engagement. However, after community placement they indicated having developed interpersonal skills. The various health-profession students were able to harmoniously work together to achieve a common purpose, which they find difficult to do in a classroom environment. Conclusion Having student teams comprised of different health programs and years of study going for community placement together promoted peer-to-peer mentorship and enhanced team building during community placement. PMID:26677345

Health-profession students' teaching and learning expectations in Ugandan medical schools: pre- and postcommunity placement comparison.

PubMed

Wakida, Edith K; Ruzaaza, Gad; Muggaga, Kintu; Akera, Peter; Oria, Hussein; Kiguli, Sarah

2015-01-01

The benefits of community-based medical education for both students and teachers are becoming increasingly clear. However, there is paucity of information about the importance of incorporating students' thoughts in the community-based education curriculum and the impact it has on their intentions to work in rural communities. The purpose of this study was to assess the teaching and learning expectations before and after placement of health-profession students going for community placement for the first time and make suggestions for improvement of the community-based programs. The study was a cross-sectional survey with both structured and unstructured questions. Participants were recruited from four medical schools in Uganda targeting 100% participation of health-profession students going for community placement in 2014. In total, 454 and 305 participants responded to self-administered questionnaires before and after community placement, respectively; and they were from different programs and years of study. Students' learning expectations before placement, in ranking were: community engagement, interpersonal skills, community diagnosis, clinical skills, lifestyle practices, and patient management. After placement, the order of ranking was: interpersonal skills, community engagement, community diagnosis, lifestyle practices, clinical skills, and patient management. Most of the students had prior rural exposure and expected to do community engagement. However, after community placement they indicated having developed interpersonal skills. The various health-profession students were able to harmoniously work together to achieve a common purpose, which they find difficult to do in a classroom environment. Having student teams comprised of different health programs and years of study going for community placement together promoted peer-to-peer mentorship and enhanced team building during community placement.

The DLESE Community Services Center

NASA Astrophysics Data System (ADS)

Geary, E.; Aivazian, B.; Manduca, C.; Mogk, D.

2003-12-01

The DLESE Community Services Center (DCSC) is one of several centers recently funded by the National Science Foundation to promote greater and more effective use of Digital Library resources. The primary goals of the DCSC are to: (1) increase the current resource user and contributor base to include greater numbers of K-12, informal, and college educators and students, (2) diversify the DLESE user and contributor base to include rich and robust representation of ethnic, cultural, and differently-abled groups, (3) improve the ability of users and contributors to easily find, adapt, and use high quality digital resources in their classrooms, laboratories, and communities and (4) demonstrate how DLESE can support community activity addressing issues in geoscience education. During the course of the next three years we will: (a) solicit, create, and disseminate "exemplars" that highlight effective digital resource use in a variety of diverse educational settings, (b) continue to support and promote on-line DLESE community services, and (c) work to develop a DLESE ambassadors outreach program involving educators, scientists, and students working across the Earth, space, and environmental sciences. Collaborations with the DLESE Evaluation and Data Centers, collection builders, the DLESE Program Center staff, as well as diverse audience groups will be a key focus of our efforts. We invite you to join us as we work to build and support the next generation of digital services and resources for educators and students at all levels.

Raising awareness of assistive technology in older adults through a community-based, cooperative extension program.

PubMed

Sellers, Debra M; Markham, Melinda Stafford

2012-01-01

The Fashion an Easier Lifestyle with Assistive Technology (FELAT) curriculum was developed as a needs-based, community educational program provided through a state Cooperative Extension Service. The overall goal for participants was to raise awareness of assistive technology. Program evaluation included a postassessment and subsequent interview to determine short-term knowledge gain and longer term behavior change. The sample consisted of mainly older, married females. The FELAT program was effective at raising awareness and increasing knowledge of assistive technology, and for many participants, the program acted as a catalyst for planning to or taking action related to assistive technology.

Community Schools: a Public Health Opportunity to Reverse Urban Cycles of Disadvantage.

PubMed

Diamond, Catherine; Freudenberg, Nicholas

2016-12-01

Community schools link students, families, and communities to educate children and strengthen neighborhoods. They have become a popular model for education in many US cities in part because they build on community assets and address multiple determinants of educational disadvantage. Since community schools seek to have an impact on populations, not just the children enrolled, they provide an opportunity to improve community health. Community schools influence the health and education of neighborhood residents though three pathways: building trust, establishing norms, and linking people to networks and services. Through such services as school-based health centers, nutrition education, family mental health counseling, violence prevention, and sexuality education, these schools build on the multiple reciprocal relationships between health and education. By developing closer ties between community schools and neighborhood health programs, public health professionals can help to mobilize a powerful new resource for reducing the health and educational inequalities that now characterize US cities. We suggest an agenda for research, practice, and policy that can build the evidence needed to guide such a strategy.

An Innovative Multiphased Strategy to Recruit Underserved Adults into a Randomized Trial of a Community-Based Diabetes Risk Reduction Program

PubMed Central

Santoyo-Olsson, Jasmine; Cabrera, Julissa; Freyre, Rachel; Grossman, Melanie; Alvarez, Natalie; Mathur, Deepika; Guerrero, Maria; Delgadillo, Adriana T.; Kanaya, Alka M.; Stewart, Anita L.

2011-01-01

Purpose: To conduct and evaluate a two-phased community-based approach to recruit lower socioeconomic status, minority, or Spanish-speaking adults at risk of developing diabetes to a randomized trial of a lifestyle intervention program delivered by a public health department. Design: Within geographic areas comprising our target population, 4 community organizations provided local space for conducting the study and program. Phase I—outreach in venues surrounding these organizations—included diabetes education, a short diabetes risk appraisal (DRA), and diabetes risk screening based on a fasting fingerstick glucose test. Phase II—trial recruitment—began concurrently for those found to be at risk of developing diabetes in Phase I by explaining the study, lifestyle program, and research process. Those interested and eligible enrolled in the 1-year study. Results: Over 2 years, approximately 5,110 individuals received diabetes education, 1,917 completed a DRA, and 1,164 were screened of which 641 (55%) had an elevated fingerstick result of ≥106 mg/dl. Of the study sampling frame—persons over age 25 at risk of developing diabetes (N = 544)—238 (43%) enrolled in the trial; of those who were study eligible (n = 427), 56% enrolled. In the final sample, mean age was 56 years (SD = 17), 78% were ethnic minorities, 32% were Spanish-speaking, and 15% had a high school education or less. Implications: Providing diabetes health education and screening prior to study recruitment may help overcome barriers to research participation in underserved communities, thus helping address difficulties recruiting minority and older populations into research, particularly research pertaining to chronic disease risk factors. PMID:21565823

Addressing multilevel barriers to cervical cancer screening in Korean American women: A randomized trial of a community-based intervention.

PubMed

Fang, Carolyn Y; Ma, Grace X; Handorf, Elizabeth A; Feng, Ziding; Tan, Yin; Rhee, Joanne; Miller, Suzanne M; Kim, Charles; Koh, Han Seung

2017-05-15

Korean American women have among the lowest rates of cervical cancer screening in the United States. The authors evaluated a multicomponent intervention combining community education with navigation services to reduce access barriers and increase screening rates in this underserved population. It was hypothesized that cervical cancer screening rates would be higher among women who received the intervention program compared with those in the control program. Korean American women (N = 705) were recruited from 22 churches. In this matched-pair, group-randomized design, 347 women received the intervention, which consisted of a culturally relevant cancer education program combined with provision of navigation services. The control group (N = 358) received general health education, including information about cervical cancer risk and screening and where to obtain low-cost or no-cost screening. Screening behavior was assessed 12 months after the program. Screening behavior data were obtained from 588 women 12 months after the program. In both site-level and participant-level analyses, the intervention program contributed to significantly higher screening rates compared with the control program (odds ratio [OR], 25.9; 95% confidence interval [CI], 10.1-66.1; P < .001). In sensitivity analysis, the treatment effect remained highly significant (OR, 16.7; 95% CI, 8.1-34.4; P < .001). A multicomponent intervention combining community cancer education with navigation services yielded significant increases in cervical cancer screening rates among underscreened Korean American women. Community-accessible programs that incorporate cancer education with the delivery of key navigation services can be highly effective in increasing cervical cancer screening rates in this underserved population. Cancer 2017;123:1018-26. © 2016 American Cancer Society. © 2016 American Cancer Society.

Whole Person Learning: Embedding Ethical Enterprise Leadership in Business Education

ERIC Educational Resources Information Center

Carter, E. Vincent; Donohue, Mary

2012-01-01

This study introduces a collaborative business education curricular design known as "whole person learning." The post-financial crisis market environment requires business education to encompass curricular, commercial and community skills. Drawing on the Toronto based National Mentoring Program (NMP), "whole person learning"…

Faith in Education.

ERIC Educational Resources Information Center

Kallstrom, Scott

1995-01-01

Introduces Faith Smith, president of Native American Educational Services (NAES) College in Chicago. Discusses community-based and action-oriented approaches to education followed on the central campus and satellite campuses in Montana, New Mexico, Minneapolis, and Wisconsin. Reports on the range of NAES activities and programs and portrays some…

Collaborative Communication in Work Based Learning Programs

ERIC Educational Resources Information Center

Wagner, Stephen Allen

2017-01-01

This basic qualitative study, using interviews and document analysis, examined reflections from a Work Based Learning (WBL) program to understand how utilizing digital collaborative communication tools influence the educational experience. The Community of Inquiry (CoI) framework was used as a theoretical frame promoting the examination of the…

Development of a community cancer education program: the Forsyth County, NC cervical cancer prevention project.

PubMed

Michielutte, R; Dignan, M B; Wells, H B; Young, L D; Jackson, D S; Sharp, P C

1989-01-01

The authors outline the development and implementation of a public health education program for cervical cancer screening among black women in Forsyth County, NC. The educational program includes distributing electronic and printed information media messages, a program of direct education for women, and providing information on current issues in cervical screening to primary-care physicians. Program development was based on social marketing principles, the PRECEDE model, and the communication-behavior change (CBC) model. Since a true experimental design was not feasible, program evaluation is based on several complementary quasi-experimental designs. Analysis of baseline data indicate that the county where the intervention is taking place, and the control county, are similar with respect to both demographic characteristics and the current level of screening activity. Preliminary results indicate that the program has been successful in raising women's level of awareness of cervical cancer and cervical screening.

Connecting Coastal Communities with Ocean Science: A Look at Ocean Sense and the Inclusion of Place-based Indigenous Knowledge

NASA Astrophysics Data System (ADS)

McLean, M. A.; Brown, J.; Hoeberechts, M.

2016-02-01

Ocean Networks Canada (ONC), an initiative of the University of Victoria, develops, operates, and maintains cabled ocean observatory systems. Technologies developed on the world-leading NEPTUNE and VENUS observatories have been adapted for small coastal installations called "community observatories," which enable community members to directly monitor conditions in the local ocean environment. In 2014, ONC pioneered an innovative educational program, Ocean Sense: Local observations, global connections, which introduces students and teachers to the technologies installed on community observatories. The program introduces middle and high school students to research methods in biology, oceanography and ocean engineering through hands-on activities. Ocean Sense includes a variety of resources and opportunities to excite students and spark curiosity about the ocean environment. The program encourages students to connect their local observations to global ocean processes and the observations of students in other geographic regions. The connection to place and local relevance of the program is further enhanced through an emphasis on Indigenous and place-based knowledge. ONC is working with coastal Indigenous communities in a collaborative process to include local knowledge, culture, and language in Ocean Sense materials. For this process to meaningful and culturally appropriate, ONC is relying on the guidance and oversight of Indigenous community educators and knowledge holders. Ocean Sense also includes opportunities for Indigenous youth and teachers in remote communities to connect in person, including an annual Ocean Science Symposium and professional development events for teachers. Building a program which embraces multiple perspectives is effective both in making ocean science more relevant to Indigenous students and in linking Indigenous knowledge and place-based knowledge to ocean science.

Factors related to leader implementation of a nationally disseminated community-based exercise program: a cross-sectional study

PubMed Central

Seguin, Rebecca A; Palombo, Ruth; Economos, Christina D; Hyatt, Raymond; Kuder, Julia; Nelson, Miriam E

2008-01-01

Background The benefits of community-based health programs are widely recognized. However, research examining factors related to community leaders' characteristics and roles in implementation is limited. Methods The purpose of this cross-sectional study was to use a social ecological framework of variables to explore and describe the relationships between socioeconomic, personal/behavioral, programmatic, leadership, and community-level social and demographic characteristics as they relate to the implementation of an evidence-based strength training program by community leaders. Eight-hundred fifty-four trained program leaders in 43 states were invited to participate in either an online or mail survey. Corresponding community-level characteristics were also collected. Programmatic details were obtained from those who implemented. Four-hundred eighty-seven program leaders responded to the survey (response rate = 57%), 78% online and 22% by mail. Results Of the 487 respondents, 270 implemented the program (55%). One or more factors from each category – professional, socioeconomic, personal/behavioral, and leadership characteristics – were significantly different between implementers and non-implementers, determined by chi square or student's t-tests as appropriate. Implementers reported higher levels of strength training participation, current and lifetime physical activity, perceived support, and leadership competence (all p < 0.05). Logistic regression analysis revealed a positive association between implementation and fitness credentials/certification (p = 0.003), program-specific self-efficacy (p = 0.002), and support-focused leadership (p = 0.006), and a negative association between implementation and educational attainment (p = 0.002). Conclusion Among this sample of trained leaders, several factors within the professional, socioeconomic, personal/behavioral, and leadership categories were related to whether they implemented a community-based exercise program. It may benefit future community-based physical activity program disseminations to consider these factors when selecting and training leaders. PMID:19055821

Learning Preferences and Impacts of Education Programs in Dog Health Programs in Five Rural and Remote Australian Indigenous Communities

ERIC Educational Resources Information Center

Constable, Sophie; Dixon, Roselyn; Dixon, Robert

2011-01-01

As part of strategies to improve dog and community health in rural and remote Indigenous communities, this study investigated preferences and impacts of dog health education programs. Semistructured interviews with 63 residents from five communities explored learning preferences. Though each community differed, on average yarning was preferred by…

Building Communities of Learners. A Collaboration among Teachers, Students, Families, and Community.

ERIC Educational Resources Information Center

McCaleb, Sudia Paloma

This book suggests an approach to education that includes students' family members as valuable citizens in a community of learners which also includes students, teachers, and other members of the community at large. Part 1 examines current trends in parental involvement and the hidden assumptions on which many such programs are based. It is argued…

The Impact of a Volunteer Postpartum Doula Program on Breastfeeding Success: A Case Study.

PubMed

Cattelona, Georg'ann; Friesen, Carol A; Hormuth, Laura J

2015-11-01

Bloomington Area Birth Services (BABS), centered in Bloomington, Indiana, is a community-based program that provides comprehensive education and support for new breastfeeding mothers, infants, family members, and the community by working together with local hospitals, midwives, obstetricians, pediatric offices, and social service agencies to create a seamless continuity of care for families. To help with continuity of care in the community, BABS established a volunteer doula program (birth and postpartum), allowing BABS to combine the services of a community lactation center with birth and postpartum doulas. This article describes the volunteer doula program and highlights one client's story in an effort to encourage and motivate other communities to focus their limited dollars on the development of a volunteer doula program. © The Author(s) 2015.

Career Assessment, Remediation, Education, Employment, and Re-entry Program (CAREER). El Paso Community College Career Grant. Final Report.

ERIC Educational Resources Information Center

LaFleur, Carol A.

Objectives of the Career Assessment, Remediation, Education, Employment, and Re-entry (CAREER) project were to establish a series of intensive, short-term job training programs using competency-based instruction to serve Hispanic persons who were economically disadvantaged, displaced, unemployed, or underemployed, as well as Hispanic females who…

Implementing Evidence-Based Teen Pregnancy-Prevention Interventions in a Community-Wide Initiative: Building Capacity and Reaching Youth.

PubMed

House, L Duane; Tevendale, Heather D; Martinez-Garcia, Genevieve

2017-03-01

To describe efforts to implement evidence-based interventions (EBIs) within multicomponent, community-wide initiatives to reduce teen pregnancy. During 2011-2014, we collected information about the capacity (i.e., knowledge, confidence, training, and experience) of state and community-based organizations to support implementation of the following: EBIs, number and characteristics of youth served by EBIs, type of EBIs implemented, EBI settings, hours of training, and technical assistance provided. State and community-based organizations reported these data annually; however, training and technical assistance was reported monthly. We used aggregated data from these annual and monthly reports to describe the implementation of EBIs in the community-wide initiative project. From baseline in 2011-2014, state and community-based organizations increased their capacities to support program partners in delivering EBIs. They provided 5,015 hours of technical assistance and training on topics, including ensuring adequate capacity, process and outcome evaluation, program planning, and continuous quality improvement. Program partners increased the number of youth reached by an EBI in targeted communities by 349%, from 4,304 in the first year of implementation in 2012 to 19,344 in 2014. Most youth in 2014 received sexuality education programs (59%), whereas smaller percentages received abstinence-based, youth development, and clinic-based programs. Most youth were reached through schools (72%) and community-based organizations (16%), and smaller numbers were reached in other settings (e.g., faith-based organizations, health centers). Building and monitoring the capacity of program partners to deliver EBIs through technical assistance and training is important. In addition, partnering with schools leads to reaching more youth. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Design of environmental education module towards the needs of aboriginal community learning

NASA Astrophysics Data System (ADS)

Dasman, Siti Mariam; Yasin, Ruhizan Mohammad

2017-05-01

Non-formal education (NFE) refers to a program that is designed for personal and social education for learners to improve the level of skills and competencies outside formal educational curriculum. Issues related to geography and environment of different Aboriginal communities with other communities play an important role in determining the types and methods that should be made available to the minority community groups. Thus, this concept paper is intended to cater for educational environment through the design and development of learning modules based on non-formal education to the learning of Aboriginal community. Methods and techniques in the design and construction of the modules is based on the Design and Development Research (DDR) that was based on instructional design model of Morrison, Kemp and Ross which is more flexible and prioritizes the needs and characteristics of learners who were involved in the learning modules of the future. The discussion is related to the module development which is suitable to the learning needs of the community and there are several recommendations which may be applied in the implementation of this approach. In conclusion, the community of Orang Asli should be offered the same education as other communities but it is important to distinguish acceptance of learning techniques or approaches used in the education system to meet their standards. The implications of this concept paper is to meet the educational needs of the environment which includes a few aspects of science and some learning activities using effective approaches such as playing and building their own knowledge of meaning.

Assessing community perspectives of the community based education and service model at Makerere University, Uganda: a qualitative evaluation.

PubMed

Mbalinda, Scovia N; Plover, Colin M; Burnham, Gilbert; Kaye, Dan; Mwanika, Andrew; Oria, Hussein; Okullo, Isaac; Muhwezi, Wilson; Groves, Sara

2011-03-09

Community partnerships are defined as groups working together with shared goals, responsibilities, and power to improve the community. There is growing evidence that these partnerships contribute to the success and sustainability of community-based education and service programs (COBES), facilitating change in community actions and attitudes. Makerere University College of Health Sciences (MakCHS) is forging itself as a transformational institution in Uganda and the region. The College is motivated to improve the health of Ugandans through innovative responsive teaching, provision of service, and community partnerships. Evaluating the COBES program from the community perspective can assist the College in refining an innovative and useful model that has potential to improve the health of Ugandans. A stratified random sample of 11 COBES sites was selected to examine the community's perception of the program. Key Informant Interviews of 11 site tutors and 33 community members were completed. The data was manually analyzed and themes developed. Communities stated the students consistently engaged with them with culturally appropriate behaviour. They rated the student's communication as very good even though translators were frequently needed. Half the community stated they received some feedback from the students, but some communities interpreted any contact after the initial visit as feedback. Communities confirmed and appreciated that the students provided a number of interventions and saw positive changes in health and health seeking behaviours. The community reflected that some programs were more sustainable than others; the projects that needed money to implement were least sustainable. The major challenges from the community included community fatigue, and poor motivation of community leaders to continue to take students without compensation. Communities hosting Makerere students valued the students' interventions and the COBES model. They reported witnessing health benefits of fewer cases of disease, increased health seeking behavior and sustainable healthcare programs. The evidence suggests that efforts to standardize objectives, implement structural adjustments, and invest in development of the program would yield even more productive community interactions and a healthcare workforce with public health skills needed to work in rural communities.

Field Experiences in Effective Prevention: The U.S. Department of Education's Alcohol and Other Drug Prevention Models on College Campuses Grants

ERIC Educational Resources Information Center

Ryan, Barbara E.

2010-01-01

For more than two decades the U.S. Department of Education has supported campus- and community-based prevention programs through a number of programs and activities. For example, in 1987 the Department convened the first annual National Meeting for Alcohol and Other Drug Abuse and Violence Prevention in Higher Education as a forum to disseminate…

Participating in a Community of Learners enhances resident perceptions of learning in an e-mentoring program: proof of concept

PubMed Central

2011-01-01

Background Community learning and e-mentoring, learning methods used in higher education, are not used to any extent in residency education. Yet both have the potential to enhance resident learning and, in the case of community learning, introduce residents to basic lifelong learning skills. We set out to determine whether residents participating in an Internet based e-mentoring program would, with appropriate facilitation, form a community of learners (CoL) and hold regular community meetings. We also determined resident and faculty perceptions of CoL and Internet sessions as effective learning experiences. Methods A six-month e-mentoring pilot was offered to 10 Radiology residents in the Aga Khan University Postgraduate Medical Education Program in Nairobi, Kenya (AKUHN) with a Professor of Radiology, located at University of Virginia, USA, acting as the e-mentor. Monthly Internet case-based teaching sessions were facilitated by the e-mentor. In addition, residents were coached by a community facilitator to form CoL and collectively work through clinical cases at weekly face-to-face CoL sessions. Event logs described observed resident activity at CoL sessions; exit survey and interviews were used to elicit perceptions of CoL and Internet sessions as effective learning experiences. Results Resident adoption of CoL behaviors was observed, including self-regulation, peer mentoring and collaborative problem solving. Analysis revealed high resident enthusiasm and value for CoL. Surveys and interviews indicated high levels of acceptance of Internet learning experiences, although there was room for improvement in audio-visual transmission technologies. Faculty indicated there was a need for a larger multi-specialty study. Conclusions The pilot demonstrated resident acceptance of community building and collaborative learning as valued learning experiences, addressing one barrier to its formal adoption in residency education curricula. It also highlighted the potential of e-mentoring as a means of expanding faculty and teaching materials in residency programs in developing countries. PMID:21266070

Queensborough Community College of the City University of New York (CUNY) Solar and Atmospheric Research and Education Program

NASA Astrophysics Data System (ADS)

Chantale Damas, M.

2015-08-01

The Queensborough Community College (QCC) of the City University of New York (CUNY), a Hispanic and minority-serving institution, is the recipient of a 2-year NSF EAGER (Early Concept Grants for Exploratory Research) grant to design and implement a high-impact practice integrated research and education program in solar, geospace and atmospheric physics. Proposed is a year-long research experience with two components: 1) during the academic year, students are enrolled in a course-based introductory research (CURE) where they conduct research on real-world problems; and 2) during the summer, students are placed in research internships at partner institutions. Specific objectives include: 1) provide QCC students with research opportunities in solar and atmospheric physics as early as their first year; 2) develop educational materials in solar and atmospheric physics; 3) increase the number of students, especially underrepresented minorities, that transfer to 4-year STEM programs. A modular, interdisciplinary concept approach is used to integrate educational materials into the research experience. The project also uses evidence-based best practices (i.e., Research experience, Mentoring, Outreach, Recruitment, Enrichment and Partnership with 4-year colleges and institutions) that have proven successful at increasing the retention, transfer and graduation rates of community college students. Through a strong collaboration with CUNY’s 4-year colleges (Medgar Evers College and the City College of New York’s NOAA CREST program); Colorado Center for Astrodynamics Research (CCAR) at the University of Colorado, Boulder; and NASA Goddard Space Flight Center’s Community Coordinated Modeling Center (CCMC), the project trains and retains underrepresented community college students in geosciences-related STEM fields. Preliminary results will be presented at this meeting.*This project is supported by the National Science Foundation Geosciences Directorate under NSF Award Number DES-1446704

Helping Moms, Saving Babies: Faith-Based Partnerships to Reduce Prematurity in the African American Community

ERIC Educational Resources Information Center

Lewis, LaToya L.

2008-01-01

The March of Dimes, Texas Chapter, partnered with the faith community to pilot Honey Child[SM], a prenatal education program for African American women. The program is designed to combat prematurity, which is the leading cause of death for African American infants. Honey Child uses a spiritual approach to promote prenatal health through…

Making a Difference: TPSR, a New Wave of Youth Development Changing Lives One Stroke at a Time

ERIC Educational Resources Information Center

Beale, Angela

2016-01-01

This article was inspired by a belief in the need to connect physical education with community-based physical activity programming in minority communities. The initial steps of this reflective narrative were described in a previous article. This article describes a program called Project Guard: Make A Splash E.N.D. (End Needless Drowning), a…

Collaborative evaluation of the healthy habits program: an effective community intervention to improve mobility and cognition of Chinese older adults living in the U.S

USDA-ARS?s Scientific Manuscript database

Objectives: There is a growing demand to reduce ethnic health disparities. The Healthy Habits Program (HHP) was implemented to provide a community-based physical activity and education intervention for Chinese older adults living in Boston, Massachusetts. This study evaluated the HHP by assessing ou...

The Case for a Paradigm Shift in Extension from Information-Centric to Community-Centric Programming

ERIC Educational Resources Information Center

Strong, Emma; Rowntree, Jason; Thurlow, Kable; Raven, Matt R.

2015-01-01

Since its establishment through the Smith-Lever Act, the Cooperative Extension Service has sought to use non-formal education programs centered on community needs to provide research-based information. However, the onset of the information age has transformed the way knowledge is shared and as a result altered the way people access information.…

78 FR 20411 - Supplemental Nutrition Assistance Program: Nutrition Education and Obesity Prevention Grant Program

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-05

..., multi- level interventions; and community and public health approaches. To improve program design... prevention services and an evidence-based approach are provided for States to use in their SNAP-Ed programming. These definitions provide States with greater flexibility to include environmental approaches and...

Evaluating Educational Programs. ERIC Digest Series Number EA 54.

ERIC Educational Resources Information Center

Beswick, Richard

In this digest, readers are introduced to the scope of instructional program evaluation and evaluators' changing roles in school districts. A program evaluation measures outcomes based on student-attainment goals, implementation levels, and external factors such as budgetary restraints and community support. Instructional program evaluation may be…

Individualized education and competency development of Croatian community pharmacists using the general level framework.

PubMed

Meštrović, Arijana; Staničić, Zivka; Hadžiabdić, Maja Ortner; Mucalo, Iva; Bates, Ian; Duggan, Catherine; Carter, Sarah; Bruno, Andreia; Košiček, Miljenko

2012-03-12

To measure Croatian community pharmacists' progress in competency development using the General Level Framework (GLF) as an educational tool in a longitudinal study. Patient care competencies of 100 community pharmacists were evaluated twice, in 2009 and in 2010 in a prospective cohort study. During this 12-month period, tailored educational programs based on the GLF were organized and conducted, new services and standard operating procedures were implemented, and documentation of contributions to patient care in the pharmacist's portfolio became mandatory. Pharmacists' development of all GLF patient care competencies was significant with the greatest improvements seen in the following competencies: patient consultation, monitoring drug therapy, medicine information and patient education, and evaluation of outcomes. This study, which retested the effectiveness of an evidence-based competency framework, confirmed that GLF is a valid educational tool for pharmacist development.

Palliative Oncologic Care Curricula for Providers in Resource-Limited and Underserved Communities: a Systematic Review.

PubMed

Xu, Melody J; Su, David; Deboer, Rebecca; Garcia, Michael; Tahir, Peggy; Anderson, Wendy; Kinderman, Anne; Braunstein, Steve; Sherertz, Tracy

2017-12-20

Familiarity with principles of palliative care, supportive care, and palliative oncological treatment is essential for providers caring for cancer patients, though this may be challenging in global communities where resources are limited. Herein, we describe the scope of literature on palliative oncological care curricula for providers in resource-limited settings. A systematic literature review was conducted using PubMed, Embase, Cochrane Library, Web of Science, Cumulative Index to Nursing and Allied Health Literature, Med Ed Portal databases, and gray literature. All available prospective cohort studies, case reports, and narratives published up to July 2017 were eligible for review. Fourteen articles were identified and referenced palliative care education programs in Argentina, Uganda, Kenya, Australia, Germany, the USA, or multiple countries. The most common teaching strategy was lecture-based, followed by mentorship and experiential learning involving role play and simulation. Education topics included core principles of palliative care, pain and symptom management, and communication skills. Two programs included additional topics specific to the underserved or American Indian/Alaskan Native community. Only one program discussed supportive cancer care, and no program reported educational content on resource-stratified decision-making for palliative oncological treatment. Five programs reported positive participant satisfaction, and three programs described objective metrics of increased educational or research activity. There is scant literature on effective curricula for providers treating cancer patients in resource-limited settings. Emphasizing supportive cancer care and palliative oncologic treatments may help address gaps in education; increased outcome reporting may help define the impact of palliative care curriculum within resource-limited communities.

Teaching corner: child family health international : the ethics of asset-based global health education programs.

PubMed

Evert, Jessica

2015-03-01

Child Family Health International (CFHI) is a U.S.-based nonprofit, nongovernmental organization (NGO) that has more than 25 global health education programs in seven countries annually serving more than 600 interprofessional undergraduate, graduate, and postgraduate participants in programs geared toward individual students and university partners. Recognized by Special Consultative Status with the United Nations Economic and Social Council (ECOSOC), CFHI utilizes an asset-based community engagement model to ensure that CFHI's programs challenge, rather than reinforce, historical power imbalances between the "Global North" and "Global South." CFHI's programs are predicated on ethical principles including reciprocity, sustainability, humility, transparency, nonmaleficence, respect for persons, and social justice.

South Asian immigrant women's suggestions for culturally-tailored HIV education and prevention programs.

PubMed

Hawa, Roula N; Underhill, Angela; Logie, Carmen H; Islam, Shazia; Loutfy, Mona

2017-09-18

Using a community-based, socialist feminist qualitative study, and an emergent research design, we explored the unique individual experiences of South Asian immigrant women living with HIV in the Greater Toronto Area (GTA) of Ontario, Canada. We assessed both the HIV risk context and the strategies for HIV education and prevention as expressed by study participants. Grounded in Connell's social theory of gender, a thematic analysis of semi-structured interviews with 12 women yielded six themes related to the power and impact of stigmatization, community's denial of HIV, infidelity, manifested in resistance to discussing sex and condom use, non-disclosure, and lack of HIV knowledge. This study validated the legitimacy of listening to the voices of South Asian immigrant women living with HIV, who communicated 20 recommendations for researchers, educators, community organizations, and service providers to culturally-tailor HIV education programs.

Maintaining Strategic Relevance: Career & Technical Education Program Discontinuance within California Community Colleges

ERIC Educational Resources Information Center

Fleming, Kevin J.

2014-01-01

The California Community College mission requires offering relevant Career and Technical Education (CTE) programs. Due to program accretion and bureaucratic inertia, program discontinuance (PD) seems at odds with postsecondary culture. Yet, as a result of recent budget constrictions, community colleges are forced to identify effective PD…

Telemedicine delivery of patient education in remote Ontario communities: feasibility of an Advanced Clinician Practitioner in Arthritis Care (ACPAC)-led inflammatory arthritis education program.

PubMed

Warmington, Kelly; Flewelling, Carol; Kennedy, Carol A; Shupak, Rachel; Papachristos, Angelo; Jones, Caroline; Linton, Denise; Beaton, Dorcas E; Lineker, Sydney

2017-01-01

Telemedicine-based approaches to health care service delivery improve access to care. It was recognized that adults with inflammatory arthritis (IA) living in remote areas had limited access to patient education and could benefit from the 1-day Prescription for Education (RxEd) program. The program was delivered by extended role practitioners with advanced training in arthritis care. Normally offered at one urban center, RxEd was adapted for videoconference delivery through two educator development workshops that addressed telemedicine and adult education best practices. This study explores the feasibility of and participant satisfaction with telemedicine delivery of the RxEd program in remote communities. Participants included adults with IA attending the RxEd program at one of six rural sites. They completed post-course program evaluations and follow-up interviews. Educators provided post-course feedback to identify program improvements that were later implemented. In total, 123 people (36 in-person and 87 remote, across 6 sites) participated, attending one of three RxEd sessions. Remote participants were satisfied with the quality of the video-conference (% agree/strongly agree): could hear the presenter (92.9%) and discussion between sites (82.4%); could see who was speaking at other remote sites (85.7%); could see the slides (95.3%); and interaction between sites adequately facilitated (94.0%). Educator and participant feedback were consistent. Suggested improvements included: use of two screens (speaker and slides); frontal camera angles; equal interaction with remote sites; and slide modifications to improve the readability on screen. Interview data included similar constructive feedback but highlighted the educational and social benefits of the program, which participants noted would have been inaccessible if not offered via telemedicine. Study findings confirm the feasibility of delivering the RxEd program to remote communities by using telemedicine. Future research with a focus on the sustainability of this and other models of technology-supported patient education for adults with IA across Ontario is warranted.

Elements for Successful Collaboration between K-8 School, Community Agency, and University Partners: The Lead Peace Partnership

ERIC Educational Resources Information Center

Bosma, Linda M.; Sieving, Renee E.; Ericson, Annie; Russ, Pamela; Cavender, Laura; Bonine, Mark

2010-01-01

Background: Researchers, schools, and community organizations are increasingly interested in forming partnerships to improve health and learning outcomes for adolescents. School-based service learning programs with young adolescents have been shown to improve students' health and educational outcomes. Quality school-based service learning practice…

Family, maternal, and child health through photovoice.

PubMed

Wang, Caroline C; Pies, Cheri A

2004-06-01

(1) To introduce photovoice, a participatory action research methodology, for use by MCH program managers to enhance community health assessments and program planning efforts, (2) to enable community people to use the photovoice methodology as a tool to record, reflect, and communicate their family, maternal, and child health assets and concerns, and (3) to educate community leaders about family, maternal, and child health issues from a grassroots perspective. Photovoice is based upon the theoretical literature on education for critical consciousness, feminist theory, and community-based approaches to documentary photography. Picture This Photovoice project took place in Contra Costa, an economically and ethnically diverse county in the San Francisco Bay area. Sixty county residents of ages 13-50 participated in 3 sessions during which they received training from the local health department in the techniques and process of photovoice. Residents were provided with disposable cameras and were encouraged to take photographs reflecting their views on family, maternal, and child health assets and concerns in their community, and then participated in group discussions about their photographs. Community events were held to enable participants to educate MCH staff and community leaders. The photovoice project provided MCH staff with information to supplement existing quantitative perinatal data and contributed to an understanding of key MCH issues that participating community residents would like to see addressed. Participants' concerns centered on the need for safe places for children's recreation and for improvement in the broader community environment within county neighborhoods. Participants' definitions of family, maternal, and child health assets and concerns differed from those that MCH professionals may typically view as MCH issues (low birth weight, maternal mortality, teen pregnancy prevention), which helped MCH program staff to expand priorities and include residents' foremost concerns. MCH professionals can apply photovoice as an innovative participatory research methodology to engage community members in needs assessment, asset mapping, and program planning, and in reaching policy makers to advocate strategies promoting family, maternal, and child health as informed from a grassroots perspective.

Sleep technologists educational needs assessment: a survey of polysomnography, electroneurodiagnostic technology, and respiratory therapy education program directors.

PubMed

Wells, Mary Ellen; Vaughn, Bradley V

2013-10-15

In this study, we assessed the community and educational needs for sleep technologists by surveying program directors of nationally accredited polysomnography, electroneurodiagnostic technology, and respiratory care educational programs. Currently, little is known about our educational capacity and the need for advanced degrees for sleep medicine technical support. A questionnaire was developed about current and future community and educational needs for sleep technologists. The questionnaire was sent to directors of CAAHEP-accredited polysomnography and electroneurodiagnostic technology programs (associate degree and certificate programs), and directors of CoARC-accredited respiratory therapy associate degree and bachelor degree programs (n = 358). Qualitative and quantitative data were collected via an internet survey tool. Data analysis was conducted with the IBM SPSS statistical package and included calculating means and standard deviations of the frequency of responses. Qualitative data was analyzed and classified based on emerging themes. One hundred seven of 408 program directors completed the survey. Seventy-four percent agreed that demand for qualified sleep technologists will increase, yet 50% of those surveyed believe there are not enough educational programs to meet the demand. Seventy-eight percent of those surveyed agreed that the educational requirements for sleep technologists will soon increase; 79% of those surveyed believe sleep centers have a need for technologists with advanced training or specialization. Our study shows educators of associate and certificate degree programs believe there is a need for a bachelor's degree in sleep science and technology.

Position of the American Dietetic Association: individual-, family-, school-, and community-based interventions for pediatric overweight.

PubMed

2006-06-01

The American Dietetic Association (ADA), recognizing that overweight is a significant problem for children and adolescents in the United States, takes the position that pediatric overweight intervention requires a combination of family-based and school-based multi-component programs that include the promotion of physical activity, parent training/modeling, behavioral counseling, and nutrition education. Furthermore, although not yet evidence-based, community-based and environmental interventions are recommended as among the most feasible ways to support healthful lifestyles for the greatest numbers of children and their families. ADA supports the commitment of resources for programs, policy development, and research for the efficacious promotion of healthful eating habits and increased physical activity in all children and adolescents, regardless of weight status. This is the first position paper of ADA to be based on a rigorous systematic evidence-based analysis of the pediatric overweight literature on intervention programs. The research showed positive effects of two specific kinds of overweight interventions: a) multicomponent, family-based programs for children between the ages of 5 and 12 years, and b) multicomponent, school-based programs for adolescents. Multicomponent programs include behavioral counseling, promotion of physical activity, parent training/modeling, dietary counseling, and nutrition education. Analysis of the literature to date points to the need for further investigation of promising strategies not yet adequately evaluated. Furthermore, this review highlights the need for research to develop effective and innovative overweight prevention programs for various sectors of the population, including those of varying ethnicities, young children, and adolescents. To support and enhance the efficacy of family- and school-based weight interventions, community-wide interventions should be undertaken; few such interventions have been conducted and even fewer evaluated.

Community Engaged Lifestyle Modification Research: Engaging Diabetic and Prediabetic African American Women in Community-Based Interventions.

PubMed

Blanks, Starla Hairston; Treadwell, Henrie; Bazzell, Anya; Graves, Whitney; Osaji, Olivia; Dean, Juanita; McLawhorn, James T; Stroud, Jareese Lee

2016-01-01

Purpose. The I Am Woman (IAW) Program is a community-based, culturally responsive, and gender-specific nutrition, obesity, and diabetes educational prevention program designed for African American women (AAW). Chronic nutrition-related health conditions such as excess body weight, diabetes mellitus, cardiovascular disease, and some forms of cancer are common among many African American women. Methods. IAW engaged AAW at risk for such deleterious health conditions by developing a health education intervention that aimed to support weight loss and management, improve knowledge about healthy lifestyle behavioral choices, and facilitate increased access to comprehensive healthcare. This Community Health Worker- (CHW-) led program enrolled 79 AAW aged 18 and older in a 7-week group health education intervention. Results. Following the intervention, results indicated that participants had greater knowledge about nutrition and health, strategies for prevention and management of obesity and diabetes, increased engagement in exercise and fitness activities, and decreased blood pressure, weight, body, and mass index. Cholesterol levels remained relatively unchanged. Additionally, AAW visited a primary care doctor more frequently and indicated greater interest in addressing their health concerns. Conclusion. This model of prevention appears to be a promising approach for increasing awareness about ways to improve the health and well-being of AAW.

Recovery Act - Sustainable Transportation: Advanced Electric Drive Vehicle Education Program

DOE Office of Scientific and Technical Information (OSTI.GOV)

Caille, Gary

The collective goals of this effort include: 1) reach all facets of this society with education regarding electric vehicles (EV) and plug–in hybrid electric vehicles (PHEV), 2) prepare a workforce to service these advanced vehicles, 3) create web–based learning at an unparalleled level, 4) educate secondary school students to prepare for their future and 5) train the next generation of professional engineers regarding electric vehicles. The Team provided an integrated approach combining secondary schools, community colleges, four–year colleges and community outreach to provide a consistent message (Figure 1). Colorado State University Ventures (CSUV), as the prime contractor, plays a keymore » program management and co–ordination role. CSUV is an affiliate of Colorado State University (CSU) and is a separate 501(c)(3) company. The Team consists of CSUV acting as the prime contractor subcontracted to Arapahoe Community College (ACC), CSU, Motion Reality Inc. (MRI), Georgia Institute of Technology (Georgia Tech) and Ricardo. Collaborators are Douglas County Educational Foundation/School District and Gooru (www.goorulearning.org), a nonprofit web–based learning resource and Google spin–off.« less

Development and evaluation of a genomics training program for community health workers in Texas.

PubMed

Chen, Lei-Shih; Zhao, Shixi; Stelzig, Donaji; Dhar, Shweta U; Eble, Tanya; Yeh, Yu-Chen; Kwok, Oi-Man

2018-01-04

PurposeGenomics services have the potential to reduce incidence and mortality of diseases by providing individualized, family health history (FHH)-based prevention strategies to clients. These services may benefit from the involvement of community health workers (CHWs) in the provision of FHH-based genomics education and services, as CHWs are frontline public health workers and lay health educators, who share similar ethnicities, languages, socioeconomic statuses, and life experiences with the communities they serve. We developed, implemented, and evaluated the FHH-based genomics training program for CHWs.MethodsThis theory- and evidence-based FHH-focused genomics curriculum was developed by an interdisciplinary team. Full-day workshops in English and Spanish were delivered to 145 Texas CHWs (91.6% were Hispanic/black). Preworkshop, postworkshop, and 3-month follow-up data were collected.ResultsCHWs significantly improved their attitudes, intention, self-efficacy, and knowledge regarding adopting FHH-based genomics into their practice after the workshops. At 3-month follow-up, these scores remained higher, and there was a significant increase in CHWs' genomics practices.ConclusionThis FHH-based genomics training successfully educated Texas CHWs, and the outcomes were promising. Dissemination of training to CHWs in and outside of Texas is needed to promote better access to and delivery of personalized genomics services for the lay and underserved communities.GENETICS in MEDICINE advance online publication, 4 January 2018; doi:10.1038/gim.2017.236.

Improving eye safety in citrus harvest crews through the acceptance of personal protective equipment, community-based participatory research, social marketing, and community health workers.

PubMed

Tovar-Aguilar, J Antonio; Monaghan, Paul F; Bryant, Carol A; Esposito, Andrew; Wade, Mark; Ruiz, Omar; McDermott, Robert J

2014-01-01

For the last 10 years, the Partnership for Citrus Workers Health (PCWH) has been an evidence-based intervention program that promotes the adoption of protective eye safety equipment among Spanish-speaking farmworkers of Florida. At the root of this program is the systematic use of community-based preventive marketing (CBPM) and the training of community health workers (CHWs) among citrus harvester using popular education. CBPM is a model that combines the organizational system of community-based participatory research (CBPR) and the strategies of social marketing. This particular program relied on formative research data using a mixed-methods approach and a multilevel stakeholder analysis that allowed for rapid dissemination, effective increase of personal protective equipment (PPE) usage, and a subsequent impact on adoptive workers and companies. Focus groups, face-to-face interviews, surveys, participant observation, Greco-Latin square, and quasi-experimental tests were implemented. A 20-hour popular education training produced CHWs that translated results of the formative research to potential adopters and also provided first aid skills for eye injuries. Reduction of injuries is not limited to the use of safety glasses, but also to the adoption of timely intervention and regular eye hygiene. Limitations include adoption in only large companies, rapid decline of eye safety glasses without consistent intervention, technological limitations of glasses, and thorough cost-benefit analysis.

Investigating the potential for students to provide dental services in community settings.

PubMed

Huynh-Vo, Linda; Rosenbloom, Joel M; Aslanyan, Garry; Leake, James L

2002-01-01

Some dental educational institutions in North America have incorporated community-oriented programs into their curriculum. The purpose of this study was to investigate the potential for the clinical placement of Ontario's dental and dental hygiene students in community-based settings. Key informant interviews were used to collect data. The study group consisted of 15 key informants from 9 potential placement sites and 4 educational institutions in Toronto and London, Ontario. The textual data were analyzed qualitatively to identify important issues regarding a clinical placement program. Results showed that there is strong support for the placement of students in community-based clinics; however, the degree to which health centres can accommodate students varies. The majority would not set any limit on the types of dental services that students could provide as long as the services were within the students' competencies. Funding was identified as a barrier to the implementation of such a program, with most of the organizations not able to contribute financially. None would be able to provide sufficient supervision without additional funding. These results indicate that a clinical placement program would be a welcome addition to the training of dental and dental hygiene students, but that external funding for supervision and operational expenses must be available before a program can be instituted.

An investigation of perceptions of programme quality support of adult basic education programmes.

PubMed

Udouj, Gary; Grover, Kenda; Belcher, Greg; Kacirek, Kit

2017-04-01

This study was designed to identify the degree to which the directors of adult basic education programs perceive they have program quality support, as evidenced by a well-defined mission and role in the community, a management system, human resources management, and a suitable learning environment. NSCALL's Evidence-based program self-assessment (2006) was modified and administered electronically to administrators of adult education programs in a mid-southern state. Findings indicated that most directors perceive they are implementing the indicators of program quality support in all of the areas surveyed. A research-based annual self-study that considers the quality indicators is recommended, leaving a need for an update to the NCSALL assessment for use as a program assessment instrument. Copyright © 2016 Elsevier Ltd. All rights reserved.

Position of the American Dietetic Association, American Society for Nutrition, and Society for Nutrition Education: food and nutrition programs for community-residing older adults.

PubMed

Kamp, Barbara J; Wellman, Nancy S; Russell, Carlene

2010-01-01

Given the federal cost-containment policy to rebalance long-term care away from nursing homes to home- and community-based services, it is the position of the American Dietetic Association, the American Society for Nutrition, and the Society for Nutrition Education that all older adults should have access to food and nutrition programs that ensure the availability of safe, adequate food to promote optimal nutritional status. Appropriate food and nutrition programs include adequately funded food assistance and meal programs, nutrition education, screening, assessment, counseling, therapy, monitoring, evaluation, and outcomes documentation to ensure more healthful aging. The growing number of older adults, the health care focus on prevention, and the global economic situation accentuate the fundamental need for these programs. Yet far too often food and nutrition programs are disregarded or taken for granted. Growing older generally increases nutritional risk. Illnesses and chronic diseases; physical, cognitive, and social challenges; racial, ethnic, and linguistic differences; and low socioeconomic status can further complicate a situation. The beneficial effects of nutrition for health promotion, risk reduction, and disease management need emphasis. Although many older adults are enjoying longer and more healthful lives in their own homes, others, especially those with health disparities and poor nutritional status, would benefit from greater access to food and nutrition programs and services. Food and nutrition practitioners can play a major role in promoting universal access and integrating food and nutrition programs and nutrition services into home- and community-based services. Copyright 2010 The American Dietetic Association, the American Society for Nutrition, and the Society for Nutrition Education. Published by Elsevier Inc. All rights reserved.

A Mobile Health App–Based Postnatal Educational Program (Home-but not Alone): Descriptive Qualitative Study

PubMed Central

Yang, Yen Yen; Dennis, Cindy-Lee

2018-01-01

Background The postnatal period poses numerous challenges for new parents. Various educational programs are available to support new parents during this stressful period. However, the usefulness of educational programs must be evaluated to ascertain their credibility. Objective The aim of this descriptive, qualitative study was to explore the views of parents of newborns with regard to the content and delivery of a mobile health (mHealth) app–based postnatal educational program. Methods A qualitative semistructured interview guide was used to collect data from 17 participants who belonged to the intervention group of a randomized controlled trial. The intervention, a 4-week-long access to a mHealth app–based educational program, was evaluated. The interviews were conducted in English and at the participants’ homes. Thematic analysis was used to analyze the data. The Consolidated Criteria for Reporting Qualitative Research checklist was used to report the findings. Results The interviews revealed 4 main themes: (1) positive features of the mHealth app, (2) advice from midwives, (3) experiences gained from using the mHealth app, and (4) recommendations for the future. The participants evaluated the educational program to be a good source of information that was tailored to the local context. The different modes of delivery, including audio and video, accentuated the accessibility of information. The parents evaluated that the facilitator of the featured communication platform, a midwife, provided trustworthy advice. Belongingness to a virtual community beyond the hospital endowed the parents the confidence that they were not alone and were supported by other parents and health care professionals. Conclusions According to the parents, the mHealth app–based educational program was helpful in supporting a multi-ethnic sample of parents during the postnatal period. This insight indicates that the program could be implemented in a wide community of parents in the postnatal period. The helpfulness of the educational program is a testament of the potential benefits of using telemedicine among new parents postnatally. Resources can also be dedicated toward extending the duration of access to the app beyond 1 month and developing relevant content for parents across the perinatal period. PMID:29674314

Issues in Putting Outcome-Based Education into Practice at the District Level: A Panel Discussion.

ERIC Educational Resources Information Center

Norton, Deborah

This conference presentation describes the AUEN (Addressing Unique Education Needs) system of assessing educational outcomes which is used by the Rochester (Michigan) Community Schools to help establish accountable and effective special education support programs and services. The AUEN provides an innovative and practical approach to assessment,…

Putting the community back in community ecology and education: the role of field schools and private reserves in the ethical training of primatologists.

PubMed

Garber, P A; Molina, A; Molina, R L

2010-09-01

In 1993 and 1999, with the assistance of a Nicaraguan family, we founded La Suerte Biological Research Station in northeastern Costa Rica and Ometepe Biological Research Station in southern Nicaragua as a privately owned conservation-oriented business. Our goal was to develop a program of sustainable community ecology focused on education, research, and the conservation of primates and tropical forests. In order to accomplish this we developed field courses in which undergraduate and graduate students conduct scientific research, experience local cultures, and learn about conservation. Over 120 of these students have received doctoral degrees or are currently in graduate programs. Four doctoral dissertations, several MA theses, and some 20 scientific articles have been published based on research conducted at our field stations. In order to achieve our long-term goals of preserving the environment, we also needed to engage directly with local communities to address their needs and concerns. To this end, we developed a series of community-based initiatives related to health care, bilingual education, and conservation education using traditional and on-line teaching tools. In this article, we describe our efforts in Costa Rica and Nicaragua teaching conservation-oriented field courses and working with the local human communities. Building upon these experiences, we outline a set of ethical considerations and responsibilities for private reserves, conservation-oriented businesses, NGOs, and conservancies that help integrate members of the local community as stakeholders in conservation. (c) 2010 Wiley-Liss, Inc.

Cure4Kids for Kids: school-based cancer education outreach.

PubMed

Van Kirk Villalobos, Aubrey; Quintana, Yuri; Ribeiro, Raul C

2012-01-01

In 2006, St. Jude Children's Research Hospital created Cure4Kids for Kids, a school-based outreach program. The objectives of this community education program are to teach about cancer and healthy lifestyles and to inspire an interest in science and health-related careers. A multidisciplinary team of St. Jude and outside experts developed and pilot tested age-appropriate educational materials and activities with 4th grade students. Eight schools and more than 800 children have participated in the program since 2006. Teachers and students have demonstrated a very positive response to the program for it being both fun and educational. Cure4Kids for Kids resources have been collected into a teacher's kit and are now freely available online at www.cure4kids.org/kids.

The Social Rate of Return on Investment in Vocational Education: A Case Study in a Rural Appalachian Ohio Community.

ERIC Educational Resources Information Center

Yackee, Keith W.

Based on Ghazalah's findings, which indicated that vocational education was an extremely profitable investment for both society and the individual choosing to go into a vocational program, the variables that had an effect on wages and earnings were examined. With the cooperation of a vocational school in a rural Appalachian Ohio community, data…

Building Learning Communities: Partnerships, Social Capital and VET Performance. A National Vocational Education and Training Research and Evaluation Program Report

ERIC Educational Resources Information Center

Allison, Janelle; Gorringe, Scott; Lacey, Justine

2006-01-01

This study examines the nature of the impact of vocational education and training (VET), and its project-based activities and partnerships, on the development of sustainable communities in regional Australia. It finds that VET plays a critical role as the entry point to learning and builds considerable social and other forms of capital in regional…

Understanding the Impact of New Technology on Life and Work. Learning Guide 12. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This learning guide on understanding the impact of new technology on life and work is part of a series of learning guides developed for competency-based adult consumer and homemaking education programs in community colleges, adult education centers, community centers, and the workplace. Focus is on the connections among personal, family, and job…

The Urban/Rural School Development Program: An Examination of a Federal Model for Achieving Parity Between Schools and Communities.

ERIC Educational Resources Information Center

Terry, James V.; Hess, Robert D.

In 1970, the U.S. Office of Education, through the Bureau of Educational Personnel Development, initiated a program promoting community-school collaboration, which was called the Urban/Rural School Development Program. Designed to train educational personnel at a small number of schools in low-income communities characterized by student…

Faculty Development for Medical School Community-Based Faculty: A Council of Academic Family Medicine Educational Research Alliance Study Exploring Institutional Requirements and Challenges.

PubMed

Drowos, Joanna; Baker, Suzanne; Harrison, Suzanne Leonard; Minor, Suzanne; Chessman, Alexander W; Baker, Dennis

2017-08-01

Community-based faculty play a large role in training medical students nationwide and require faculty development. The authors hypothesized that positive relationships exist between clerkships paying preceptors and requiring faculty development, and between protected clerkship directors' time and delivering face-to-face preceptor training, as well as with the number or length of community-based preceptor visits. Through under standing the quantity, delivery methods, barriers, and institutional support for faculty development provided to community-based preceptors teaching in family medicine clerkships, best practices can be developed. Data from the 2015 Council of Academic Family Medicine's Educational Research Alliance survey of Family Medicine Clerkship Directors were analyzed. The cross-sectional survey of clerkship directors is distributed annually to institutional representatives of U.S. and Canadian accredited medical schools. Survey questions focused on the requirements, delivery methods, barriers, and institutional support available for providing faculty development to community-based preceptors. Paying community-based preceptors was positively correlated with requiring faculty development in family medicine clerkships. The greatest barrier to providing faculty development was community-based preceptor time availability; however, face-to-face methods remain the most common delivery strategy. Many family medicine clerkship directors perform informal or no needs assessment in developing faculty development topics for community-based faculty. Providing payment to community preceptors may allow schools to enhance faculty development program activities and effectiveness. Medical schools could benefit from constructing a formal curriculum for faculty development, including formal preceptor needs assessment and program evaluation. Clerkship directors may consider recruiting and retaining community-based faculty by employing innovative faculty development delivery methods.

Linking Community Communication to Conservation of the Maned Wolf in Central Brazil

ERIC Educational Resources Information Center

Bizerril, Marcelo Ximenes A.; Soares, Carla Cruz; Santos, Jean Pierre

2011-01-01

This article describes the environmental education (EE) program developed in the neighboring community of Serra da Canastra National Park based on a research project focused on the maned wolf conservation. The article assesses three tools used to foster the community's participation in discussing local issues: (1) communal production of a book…

Describing an Academic and Nonprofit Organization Partnership to Educate At-Risk Adolescents about Cardiovascular Health

ERIC Educational Resources Information Center

Palazzo, Steven J.; Skager, Cherie; Kraiger, Anneliese

2014-01-01

There is emerging evidence to suggest community-based interventions can change community-wide behaviors and attitudes toward cardiovascular health. This article describes a partnership between an academic institution and a community nonprofit organization to develop and implement a cardiovascular health promotion program targeting at risk high…

Smogbusters: Grassroots Action for Clean Air and Sustainable Transport in Australia

ERIC Educational Resources Information Center

Manners, Eric; Wake, David; Carlisle, Rachel

2009-01-01

Smogbusters was a national, community-based, government-funded community education program promoting clean air and sustainable transport in Australia from 1994 to 2002. Smogbusters aimed to improve air quality primarily by raising awareness about motor vehicle transport and its negative impacts on health, the environment and communities, and by…

Development of a community pharmacy program in Iran with a focus on Logbook application

PubMed Central

Farsaei, Shadi

2016-01-01

Objective: Community pharmacy educational program needs to be completed because of gradual transition in pharmacist responsibilities from traditional roles such as dispensing and compounding medications to give professional patient-based care. To further develop the community pharmacy program, this study was designed to involve Logbook in pharmacy training courses. Methods: For this study, at first, Logbook for community pharmacy practice was designed to develop educational program of this course in Isfahan University of Medical Sciences. Thereafter, in a 6-month prospective study, this Logbook was incorporated to the pharmacy practice course of Doctor of Pharmacy (PharmD) educational program, and students’ feedbacks were gained after final examination to improve the Logbook accordingly. Students described their opinions about different sections of this program as unnecessary, necessary, and necessary with revision. Findings: A total of 65 PharmD students were included in this study. More than 90% of the students gave complete answers to the evaluation of this pharmacy training program. The results showed that more than 70% of students considered this program of pharmacy training was necessary (with or without revisions) in PharmD courses. They recommended more time to be included for prescription reading and analyses during these courses. Conclusion: Developing pharmacy training program by using Logbook which was presented in this study was considered necessary and efficient for PharmD students. However, it is a prototype system, and we are committed to using initial students and preceptors’ feedbacks to improve Logbook in future courses. PMID:26985437

Promoting clinical competence: using scaffolded instruction for practice-based learning.

PubMed

Tilley, Donna Scott; Allen, Patricia; Collins, Cathie; Bridges, Ruth Ann; Francis, Patricia; Green, Alexia

2007-01-01

Competency-based education is essential for bridging the gap between education and practice. The attributes of competency-based education include an outcomes focus, allowance for increasing levels of competency, learner accountability, practice-based learning, self-assessment, and individualized learning experiences. One solution to this challenge is scaffolded instruction, where collaboration and knowledge facilitate learning. Collaboration refers to the role of clinical faculty who model desired clinical skills then gradually shift responsibility for nursing activity to the student. This article describes scaffolded instruction as applied in a Web-based second-degree bachelor of science in nursing (BSN) program. This second-degree BSN program uses innovative approaches to education, including a clinical component that relies on clinical coaches. Students in the program remain in their home community and complete their clinical hours with an assigned coach. The method will be described first, followed by a description of how the method was applied.

How Do US Pediatric Residency Programs Teach and Evaluate Community Pediatrics and Advocacy Training?

PubMed

Lichtenstein, Cara; Hoffman, Benjamin D; Moon, Rachel Y

2017-07-01

In 2013, the Accreditation Council for Graduate Medical Education updated requirements for training in community pediatrics and advocacy in pediatric residency programs. In light of this update, the aim of this study was to better understand how community pediatrics is being taught and evaluated in pediatric residency programs in the United States. Cross-sectional exploratory study using a Web-based survey of pediatric residency program directors in September 2014. Questions focused on teaching and evaluation of 10 community pediatrics competencies. Of 85 programs (43% response rate), 30% offered a separate training track and/or 6-block individualized curriculum in community pediatrics or advocacy. More than 75% required all residents to learn 7 of 10 competencies queried. Respondents in urban settings were more likely to teach care of special populations (P = .02) and public speaking (P < .01). Larger programs were more likely to teach (P = .04) and evaluate (P = .02) community-based research. Experiential learning and classroom-based didactics were the most frequent teaching methodologies. Many programs used multiple teaching methodologies for all competencies. Observation was the most frequent evaluation technique used; portfolio review and written reflection were also commonly reported. Our findings show a strong emphasis on community pediatrics and advocacy teaching among responding US pediatric residency programs. Although respondents reported a variety of teaching and evaluation methods, there were few statistically significant differences between programs. Copyright © 2017 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Overcoming barriers to interprofessional education in gerontology: the Interprofessional Curriculum for the Care of Older Adults.

PubMed

Schapmire, Tara J; Head, Barbara A; Nash, Whitney A; Yankeelov, Pamela A; Furman, Christian D; Wright, R Brent; Gopalraj, Rangaraj; Gordon, Barbara; Black, Karen P; Jones, Carol; Hall-Faul, Madri; Faul, Anna C

2018-01-01

A fragmented workforce consisting of multiple disciplines with varying levels of training and limited ability to work as a team often provides care to older adults. Interprofessional education (IPE) is essential for preparing practitioners for the effective teamwork required for community-based, holistic, person-centered care of the older adults. Despite numerous programs and offerings to advance education and interdisciplinary patient care, there is an unmet need for geriatric IPE, especially as it relates to community-dwelling older adults and caregivers in medically underserved areas. A core group of university faculty from multiple disciplines received funding from the Health Resources and Services Administration Geriatric Workforce Enhancement Program to collaborate with community-based providers from several Area Agencies on Aging in the creation and implementation of the Interprofessional Curriculum for the Care of Older Adults (iCCOA). This geriatric curriculum is interprofessional, comprehensive, and community-based. Learners include third-year nursing students, nurse practitioner students, third-year medical students, internal medicine and family medicine residents, master's level social work students, third-year pharmacy students, pharmacy residents, third-year dental students, dental hygiene students, community-based organization professionals, practicing community organizers, and community health navigators. This article describes the efforts, successes, and challenges experienced with this endeavor, including securing funding, ensuring equal representation of the disciplines, adding new components to already crowded curricula, building curriculum on best practices, improving faculty expertise in IPE, managing logistics, and ensuring comprehensive evaluation. The results summarize the iCCOA components, as well as the interprofessional domains, knowledge, and competencies.

Overcoming barriers to interprofessional education in gerontology: the Interprofessional Curriculum for the Care of Older Adults

PubMed Central

Head, Barbara A; Nash, Whitney A; Yankeelov, Pamela A; Furman, Christian D; Wright, R Brent; Gopalraj, Rangaraj; Gordon, Barbara; Black, Karen P; Jones, Carol; Hall-Faul, Madri; Faul, Anna C

2018-01-01

A fragmented workforce consisting of multiple disciplines with varying levels of training and limited ability to work as a team often provides care to older adults. Interprofessional education (IPE) is essential for preparing practitioners for the effective teamwork required for community-based, holistic, person-centered care of the older adults. Despite numerous programs and offerings to advance education and interdisciplinary patient care, there is an unmet need for geriatric IPE, especially as it relates to community-dwelling older adults and caregivers in medically underserved areas. A core group of university faculty from multiple disciplines received funding from the Health Resources and Services Administration Geriatric Workforce Enhancement Program to collaborate with community-based providers from several Area Agencies on Aging in the creation and implementation of the Interprofessional Curriculum for the Care of Older Adults (iCCOA). This geriatric curriculum is interprofessional, comprehensive, and community-based. Learners include third-year nursing students, nurse practitioner students, third-year medical students, internal medicine and family medicine residents, master’s level social work students, third-year pharmacy students, pharmacy residents, third-year dental students, dental hygiene students, community-based organization professionals, practicing community organizers, and community health navigators. This article describes the efforts, successes, and challenges experienced with this endeavor, including securing funding, ensuring equal representation of the disciplines, adding new components to already crowded curricula, building curriculum on best practices, improving faculty expertise in IPE, managing logistics, and ensuring comprehensive evaluation. The results summarize the iCCOA components, as well as the interprofessional domains, knowledge, and competencies. PMID:29497345

Collaboration for prevention of chronic disease in Kentucky: the Health Education Through Extension Leaders (HEEL) program.

PubMed

Riley, Peggy

2008-09-01

Health Education Through Extension Leaders (HEEL) is one of the solutions the University of Kentucky College of Agriculture has created to address the problem of chronic disease in Kentucky. Building on the land grant model for education, outreach, and prevention, HEEL collaborates and partners with the academic health centers, area health education centers, the Center for Rural Health, the Kentucky Cancer Program, the Markey Cancer Center, the University of Kansas Wellness Program, and the Kentucky Cabinet for Health and Family Services to implement research-based preventive programs to the county extension agents across Kentucky. Extension agents are an instrumental bridge between the communities across Kentucky and the educational resources provided by the HEEL program.

Day Care in the Community. Action Research in Family and Early Childhood. UNESCO Education Sector Monograph = Accueil des jeunes enfants dans la communaute. Recherche-action sur la famille et la petite enfance. UNESCO Secteur de l'education monographie.

ERIC Educational Resources Information Center

Allen, John

Noting demographic pressures and increased poverty most countries experience, this report shows how parents and family members can work in their communities in developing countries to provide low-cost and efficient child care facilities for very young children and explains how such community-based early childhood programs benefit whole families.…

The Forsyth County Cervical Cancer Prevention Project--I. Cervical cancer screening for black women.

PubMed

Dignan, M; Michielutte, R; Wells, H B; Bahnson, J

1994-12-01

The Forsyth County Cervical Cancer Prevention Project was a 5 year National Cancer Institute-funded community-based public health education program implemented to address the problem of excess mortality from cervical cancer among black women in Forsyth County, North Carolina. The intervention was a community-based public health education program that included mass media, direct education workshops, and provision of education on cervical cancer and screening to health care providers. The intervention was implemented from November 1988 to September 1991. Evaluation of the community intervention used a quasi-experimental design, with Forsyth County, North Carolina, receiving the program and Durham County, North Carolina, serving as the control. Comparison of pre- and post-intervention telephone survey data revealed that, overall, awareness of cervical cancer and the Pap smear increased. Knowledge, attitudes and behaviors showed little change, considering those interviewed in aggregate. Among women defined as high-risk (elderly, low socioeconomic status, public health clinic patients and/or those who do not receive regular care), a significant trend toward greater participation in screening was detected for the 6 month period following the intervention. These results suggest that awareness of cervical cancer can be increased by public health education, but that the additional attention coming to patients through the actions of health care providers and health care delivery systems may supply the additional input needed to produce behavior change.

Building capacity in disadvantaged communities: development of the community advocacy and leadership program.

PubMed

Sharpe, Patricia A; Flint, Sylvia; Burroughs-Girardi, Ericka L; Pekuri, Linda; Wilcox, Sara; Forthofer, Melinda

2015-01-01

Successful community groups have the capacity to mobilize community assets to address needs. Capacity-building education is integral to building competent communities. A community-university team developed and pilot tested an education program for community advocates from disadvantaged neighborhoods with high chronic disease burden. The Community Advocacy and Leadership Program (CALP) included eight monthly workshops, a mini-grant opportunity, and technical assistance. A nominal group with community health practitioners, focus group with community advocates, and a literature search comprised a triangulated educational needs assessment. A participating pretest with 35 community health practitioners guided curriculum refinement. Seven representatives from three community groups in a medically underserved South Carolina county participated in pilot implementation and evaluation. Qualitative and quantitative data informed the process and impact evaluation. The mean knowledge score at 1 month after the program was 77% (range, 52%-96%). The mean score on post-program self-assessment of skills improvement was 3.8 out of a possible 4.0 (range, 3.6-4.0). Two groups submitted successful community mini-grant applications for playground improvements, and the third group successfully advocated for public funding of neighborhood park improvements. Participants reported favorable impressions and both personal and community benefits from participation. A community-university partnership successfully conducted a local educational needs assessment and developed and pilot tested a capacity development program within a CBPR partnership. Successes, challenges, and lessons learned will guide program refinement, replication, and dissemination.

Use of Service-Learning to Teach Health Literacy with Online Graduate Nursing Students.

PubMed

George, Tracy P; DeCristofaro, Claire

To meet Healthy People 2020 goals, health literacy must be included in health care program curricula. In a fully online graduate nursing course, an innovative service-learning activity asked students to collaborate in the creation of low-literacy patient education pamphlets for practice partners at a community rehabilitation facility. Involvement with community stakeholders such as support groups and interprofessional team members enhanced interdisciplinary educational outcomes. Through this innovative project-based activity, students were able to meet the clinical education and decision support needs of rehabilitation patients while translating academic coursework to support actual community needs.

Improving the Management of Coastal Natural Resources by Engaging and Empowering the Youth: A case study from Ghana

NASA Astrophysics Data System (ADS)

Attipoe, E.

2013-12-01

In rural communities of Africa, environmental programs aiming at creating awareness on environmental issues, such as climate change, have the potential to incorporate and support the youth by strengthening their knowledge, skills, attitudes and ability to adapt to a changing physical environment. Along the coastal region of Ghana, the perception of climate change involves both young and old generations within their communities. However, most educational programs in climate change adaptation and mitigation are often targeted at adults, leaving out the participation of the youth. In most cases, this is explained by the traditional idea that adults are regarded as the educators in the community. This work investigates the roles that young people can play in environmental educational programs at the community level, especially for coastal migrant populations. Young generations may be motivators of interest, changers of attitude, and creators of awareness towards the elder generations. Different tools aimed at engaging the youth population such as interactive programs of environmental communication and management are used in this work. Using these tools, the youth will be empowered to be more involved in the decision making process, they will educate their parents, newer generations and other stakeholders and, they will organize themselves to protect the coastal natural resources. Such roles and actions have the potential of transforming communities characterized for their environment degradation by over-exploiting their local natural resources towards a community based in the exploitation of the coastal resources within a preservation context. This work also shows the resistance of the older generations to promote educational changes related to the management of the coastal resources and how this is perceived by the younger generation, who will become the future leaders.

Prevention, Not Punishment.

ERIC Educational Resources Information Center

DuPont Robert L.

2003-01-01

Describes eight suggestions for implementing a drug-testing program based on study of nine successful programs: Stress student health and safety, make it part of comprehensive education and prevention program, get it in writing, protect student privacy, focus on prevention, not punishment, involve parents and community from the start, evaluate and…

Examining Dissatisfaction with an Online Doctoral Program

ERIC Educational Resources Information Center

Fenby, Frank

2006-01-01

Background: Online learning community based education is still new. As institutions implement new programs they can encounter learner satisfaction issues. Purpose: To investigate learner unhappiness during the second semester of a new online doctoral program and develop a substantive grounded theory concerning its cause(s). Setting: The Doctorado…

Liberating Knowledge: Research, Feminism, and Adult Education.

ERIC Educational Resources Information Center

Barr, Jean

This book, which is directed toward tutors and learners in women's studies and community-based adult education programs who wish to cross the boundaries between arts, social science, and natural science, explores the relationship between research, feminism, and adult education. The book begins with a preface that provides background information on…

Higher Education and Nonprofit Community Collaboration: Innovative Teaching and Learning for Graduate Student Education

ERIC Educational Resources Information Center

Lucas, Chris M.; Sherman, Nancy E.; Fischer, Cindy

2013-01-01

Current graduate student models of education reflect both traditional and contemporary pedagogical strategies. For professional degree programs centered on leadership and human services providing traditional instruction combined with experience-based and real-world learning is necessary. This paper shares a brief overview of graduate education…

Balancing Student Learning and Commercial Outcomes in the Workplace

ERIC Educational Resources Information Center

Lee, Geoffrey; McGuiggan, Robyn; Holland, Barbara

2010-01-01

Community engagement is growing across higher education. Cooperative education and other internships are well established in the literature as pedagogies with links to experiential and connected learning. Cooperative programs combine business, industry, educational providers and students paid on-the-job. Most studies of work-based learning focus…

Adult Basic Education Outreach Project. Final Report.

ERIC Educational Resources Information Center

Alberta Vocational Centre, Edmonton.

The Alberta Vocational Center (AVC) developed a portable competency-based learning system for use in non-institutional adult basic education community programs. The system addresses needs identified by the 1971 census which found 28% of Alberta's residents (over fifteen and out of school) had less than a ninth grade education. Administered through…

Educate Our Advocates!

ERIC Educational Resources Information Center

Burton, Suzanne L.

2004-01-01

Teaching parents, colleagues, and community members what happens in music programs is one way to encourage them to more actively support music education. Impressions of music education are often formed in a performance-based context. What people see at a performance--the band playing expressively in tune and in time, the lovely blending and…

Measuring the Impacts of Financial Literacy: Challenges for Community-Based Financial Education

ERIC Educational Resources Information Center

Collins, J. Michael; Holden, Karen C.

2014-01-01

This chapter addresses financial education across the lifespan, which has the potential to enhance adult financial capability, yet methodological barriers and a lack of robust measures have hampered the ability to identify and measure the effects of educational programs on financial decisions and behavior.

45 CFR 2522.800 - How will the Corporation evaluate individual AmeriCorps programs?

Code of Federal Regulations, 2010 CFR

2010-10-01

... requirements of part 2540 of this chapter, based on economic background, race, ethnicity, age, gender, marital status, education levels, and disability; (3) Promoting the educational achievement of each participant... increasingly higher levels of education; (4) Encouraging each participant to engage in public and community...