This document discusses using the 14 program elements outlined in the Workforce Innovation and Opportunity Act (WIOA) to improve outcomes for youth. It provides an overview of each of the 14 elements, which are designed to help fill gaps in family, educational, and social support systems for youth. For each element, such as tutoring or occupational skills training, the document outlines principles for effective program design based on evidence and best practices in youth development. The goal is to help communities develop comprehensive, coordinated systems to support youth success using the framework provided by the WIOA 14 elements.
The document discusses leadership challenges for the future and strategies to address them. It outlines global, national, local, and school-level challenges facing leaders. It advocates for strategic, sustainable leadership that looks beyond daily operations to the future. Alternative leadership models are emerging, including co-headships and leaders of school partnerships. The key is mobilizing resources to improve student outcomes, including engaging parents, teaching and learning, and addressing barriers.
2015.2016 DDCE Strategic Plan Progress ReportSherri Sanders
This document provides a progress report on the Division of Diversity and Community Engagement's (DDCE) 2011-2016 strategic plan at The University of Texas at Austin. It summarizes accomplishments in 2014-2015 and priorities for 2015-2016 in the areas of campus culture, community engagement, and education pipeline. Key accomplishments include increasing diversity in student admissions and faculty hiring, expanding social justice education and training programs, strengthening community partnerships, and improving pre-college outreach programs. Priorities focus on developing more inclusive and equitable policies, initiatives, and practices across the university.
This document summarizes the findings of a two-year evaluation of Hillel's Senior Jewish Educator and Campus Entrepreneur's Initiative. The initiative aimed to increase Jewish student involvement by leveraging student peer networks and deploying educators within those networks. Key lessons learned included embracing a network-centric approach, identifying social connectors within networks, investing in network hubs, conveying Judaism through relationships rather than just content, and allowing student interests to dictate learning experiences. The initiative helped increase the percentage of Jewish students involved with Hillel from 34% in 2005 to 48% in 2012.
The Reciprocal Relationship of Higher Education Institutions and Their Commun...Innovations2Solutions
The purpose of this paper is to illustrate how action-oriented programs in community engagement are a means for Higher Education Institutions (HEIs) to advance the needs of their organizations. Advancement occurs through dynamic relationships and partnerships with a variety of community stakeholders. The result of this synergy is the enhancement of quality of life and an improved educational climate, which benefits students, staff, faculty and community members.
High Quality Family Engagement: 2018 National Title I ConferenceChris Shade
Under ESSA, schools are no longer confined to “core academic subjects” as the only measure of student success. Recent educational reforms did not sufficiently address the socio-emotional factors crucial in learning. States, districts, and schools now have the flexibility to provide a “well-rounded education” including activities in social emotional learning, skills essential to academic success. ESSA provides opportunities to encourage balance where the focus had become too narrow —and to do so in ways that ensure access and equity for all students. While many focus on what educators can do to ensure true equitability, there is no substitute for parents’ role as a child’s first teacher. To close the opportunity gap, districts and schools must find, develop, and deploy practical and scalable solutions to empower parents and families to be an active part in eliminating barriers. Discover how ReadyRosie offers research-based strategies to help close that gap.
This document discusses using the 14 program elements outlined in the Workforce Innovation and Opportunity Act (WIOA) to improve outcomes for youth. It provides an overview of each of the 14 elements, which are designed to help fill gaps in family, educational, and social support systems for youth. For each element, such as tutoring or occupational skills training, the document outlines principles for effective program design based on evidence and best practices in youth development. The goal is to help communities develop comprehensive, coordinated systems to support youth success using the framework provided by the WIOA 14 elements.
The document discusses leadership challenges for the future and strategies to address them. It outlines global, national, local, and school-level challenges facing leaders. It advocates for strategic, sustainable leadership that looks beyond daily operations to the future. Alternative leadership models are emerging, including co-headships and leaders of school partnerships. The key is mobilizing resources to improve student outcomes, including engaging parents, teaching and learning, and addressing barriers.
2015.2016 DDCE Strategic Plan Progress ReportSherri Sanders
This document provides a progress report on the Division of Diversity and Community Engagement's (DDCE) 2011-2016 strategic plan at The University of Texas at Austin. It summarizes accomplishments in 2014-2015 and priorities for 2015-2016 in the areas of campus culture, community engagement, and education pipeline. Key accomplishments include increasing diversity in student admissions and faculty hiring, expanding social justice education and training programs, strengthening community partnerships, and improving pre-college outreach programs. Priorities focus on developing more inclusive and equitable policies, initiatives, and practices across the university.
This document summarizes the findings of a two-year evaluation of Hillel's Senior Jewish Educator and Campus Entrepreneur's Initiative. The initiative aimed to increase Jewish student involvement by leveraging student peer networks and deploying educators within those networks. Key lessons learned included embracing a network-centric approach, identifying social connectors within networks, investing in network hubs, conveying Judaism through relationships rather than just content, and allowing student interests to dictate learning experiences. The initiative helped increase the percentage of Jewish students involved with Hillel from 34% in 2005 to 48% in 2012.
The Reciprocal Relationship of Higher Education Institutions and Their Commun...Innovations2Solutions
The purpose of this paper is to illustrate how action-oriented programs in community engagement are a means for Higher Education Institutions (HEIs) to advance the needs of their organizations. Advancement occurs through dynamic relationships and partnerships with a variety of community stakeholders. The result of this synergy is the enhancement of quality of life and an improved educational climate, which benefits students, staff, faculty and community members.
High Quality Family Engagement: 2018 National Title I ConferenceChris Shade
Under ESSA, schools are no longer confined to “core academic subjects” as the only measure of student success. Recent educational reforms did not sufficiently address the socio-emotional factors crucial in learning. States, districts, and schools now have the flexibility to provide a “well-rounded education” including activities in social emotional learning, skills essential to academic success. ESSA provides opportunities to encourage balance where the focus had become too narrow —and to do so in ways that ensure access and equity for all students. While many focus on what educators can do to ensure true equitability, there is no substitute for parents’ role as a child’s first teacher. To close the opportunity gap, districts and schools must find, develop, and deploy practical and scalable solutions to empower parents and families to be an active part in eliminating barriers. Discover how ReadyRosie offers research-based strategies to help close that gap.
If you want to design social innovation curriculum, co-curriculum, or make the case for social innovation on your campus then the Commons is for you. This presentation gives an overview of our online professional development program for faculty and administrators working in changemaker education on campus. For more information visit www.ashokau.org/commons.
Interested in attending the Exchange? Check out the highlights of the 2017 Exchange to learn more about attendees, what the most popular sessions were, and the feedback we received.
Hosted by the Mentoring Partnership of Minnesota; Mentoring Across Generations: Engaging Age 50+ Adults as Mentors; featuring Dr. Andrea Taylor, Temple University
This document discusses youth work and its relationship to education. It makes three key points:
1. Youth work is a form of non-formal education focused on personal and social development through group association and activities.
2. The Department of Education in Northern Ireland recognizes youth work as a complementary and sometimes alternative service to formal education.
3. There is a need to better define and measure the outcomes of youth work to demonstrate its contributions to educational goals and inform continued collaboration between youth work and formal education sectors.
Retaining youth in 4-H programs beyond the first year is important for positive youth development and building resilience. Research shows that sustained involvement in youth programs leads to better academic performance and less risky behavior. The document discusses factors that influence youth retention, including meaningful relationships with caring adults, youth-centered programming, and clearly defined program goals. It then describes a new program called "Welcome to 4-H" that is intended to address retention issues for first-year 4-H members through year-long orientation activities focused on belonging, independence, generosity, and mastery.
David Bates - NOW (Woodlawn) Strategy PresentationILTaskForce
Rev. Bates' 07/2013 Presentation before the Illinois Task Force on Social Innovation, Entrepreneurship, and Enterprise, focusing on Woodlawn's "Coordinated Community" mode in Chicago
The document discusses global education and how schools can better incorporate global perspectives. It introduces the Global Learning Centre (GLC) which supports schools through professional development, resources, and consultation. The GLC helps schools align their teaching with the principles of global education in the Australian Curriculum. It provides various examples of how schools can teach global topics across subjects like English, math, science, and geography. The document advocates for a whole-school approach to global learning centered around themes of social justice, sustainability, and global citizenship.
Rahul Pachori presented on promoting quality and sustainable schools in India. The presentation focused on improving the quality of education beyond just access, with an emphasis on learning outcomes, pedagogy, and developing well-rounded students. It discussed making schools more sustainable by caring for student and teacher well-being as well as the environment. Key initiatives discussed include the Samagra Shiksha Scheme 2.0, STARS program, developing 15,000 exemplar schools, and adopting a whole-school sustainability framework. The ultimate goal is for schools to continuously improve and benefit students both now and in the future while minimizing environmental impact.
The document provides an overview of the Chronic Poverty and Education Policy Guide. It discusses the guide's aims to steer policymakers and practitioners through evidence on the relationship between education and chronic poverty. The guide is organized into four sections that cover: the intersections between chronic poverty and education; how to make schools more pro-poor; successful transitions for youth; and transformations brought about by education policies. It also includes a table mapping strategic education interventions to aspects of chronic poverty and contexts where they are especially needed. The document outlines the background, scope, and structure of the policy guide.
This document discusses the philosophy of education and its implications. It defines education and discusses various philosophies that have influenced education including idealism, naturalism, realism, and pragmatism. The key implications of these philosophies on education are that idealism focuses on spiritual development, naturalism views education as developing naturally according to the laws of nature, realism prepares students for reality, and pragmatism focuses on learning by doing. The document also examines the aims of education such as intellectual, social, and character development.
Carson Hicks, Ph.D., Deputy Director of Evaluation at the NYC Center for Economic Opportunity (CEO) will provide an overview of programs that address the needs of disconnected youth and young men of color in New York City. CEO, located within the NYC Mayor’s Office, partners with various City agencies to develop, implement, and evaluate the City’s anti-poverty programs. CEO’s programs touch on areas of education, employment, health, and prevention. The success of these programs has had national implications—CEO was recently awarded a federal Social Innovation Fund grant to replicate five programs to multiple cities, including Project Rise which works directly with young adults. CEO is also responsible
for the implementation and evaluation of most of the programs being expanded and created through the Young Men’s Initiative, a $127 million investment of public and private funds to assist NYC’s young men of color. This presentation will share CEO’s approach to developing and evaluating programs that assist disconnected young people with examples of specific programs and investments in New York City.
1. The document describes a faculty leadership program at Austin Peay State University that aims to promote leadership from faculty ranks rather than just administrators.
2. It discusses how the program provides opportunities for faculty to network, gain awareness, collaborate, develop visions, empower others, and mobilize change through activities like shadowing leaders, guest speakers, and a group project.
3. The goal is to cultivate an environment of change agents across campus who can help transform and strengthen the university through grassroots efforts rather than just top-down initiatives.
Adult education involves teaching adults through various methods like night schools, community colleges, and lifelong learning centers. It aims to educate adults on topics not covered in regular schooling like religion, politics, and family planning. The principles of adult learning emphasize that learning must be problem-centered, experience-based, meaningful, and allow learner feedback. In India, the government has launched various programs since independence to promote adult education through night schools, community centers, and mass literacy campaigns to build an educated nation.
This document summarizes a presentation on global citizenship and best practices. It includes an agenda that covers background information, 6 models of global citizenship education plus an additional model, distilling key ideas, and 10 key websites. It also includes 3 closing thoughts from Jacques Delors, Ian Hill, and Howard Gardner. The background section discusses trends in global citizenship education and confusion around related terms. It also distinguishes between national, international, and internationally-minded schools. The models section outlines approaches from organizations like the IB, Oxfam, and Asia Society. Key ideas focus on teaching for versus about global citizenship, understanding one's own culture, and personalizing definitions.
A new Sillerman Center report, Engaging a New Generation of Philanthropists: Findings from the Pay it Forward Student Philanthropy Initiative, examines students enrolled in student philanthropy courses through Pay it Forward. Pay it Forward, an initiative of the Kentucky, Michigan, and Ohio Campus Compacts, seeks to develop a new generation of philanthropists by infusing the practice of philanthropy as a core component of college coursework. In partnership with Campus Compact, the Sillerman Center analyzed 1,628 surveys from students who participated in these courses from January 2010-August 2011.
Dr. William Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
This document summarizes a paper about transformational leadership in 21st century schools. It discusses how traditional leadership models focus on technical and rational approaches that do not account for organizational factors impacting outcomes. Transformational leadership uses cultural capital through acquired knowledge and social capital via relationships and networks to create a transferable leadership model. 21st century schools aim to prepare students holistically through specialized curriculum, pedagogy, proficiency, multicultural literacy and performance. Effective leadership in these schools requires distributed and developmental approaches that transform culture and the instructional core.
Diversity and Community Engagement Strategic Plan OverviewSherri Sanders
The Division of Diversity and Community Engagement at the University of Texas at Austin has completed its first strategic plan spanning 2011-2016. The plan was developed over two years through an inclusive process involving staff across the division. The strategic plan establishes the division's mission, vision, values, and four strategic goals: 1) Advancing an inclusive campus culture, 2) Cultivating community partnerships, 3) Promoting academic success of underrepresented students, and 4) Conducting and sharing research. The plan is intended to guide the division in contributing to diversity, engagement, and social justice at the university over the next five years.
Nuclear energy is released through fission or radioactive decay of atomic nuclei. A nuclear power plant uses heat from a nuclear fission core to convert water to steam, which powers turbines to generate electricity. There are different types of nuclear reactors, including boiling water reactors, pressurized water reactors, and liquid-metal fast breeder reactors. Nuclear energy has advantages like producing large amounts of clean energy without air pollution but also disadvantages like producing radioactive waste and potential radiation risks from accidents.
The document describes various types of packaging equipment for products like coffee, sugar, and chocolate including:
1) Vertical bagging machines, associative weighers, and elevating conveyors for bagging coffee.
2) Hot-fill bagging machines for bagging under vacuum or modified atmosphere.
3) DoPak and stickpack bagging machines for coffee and sugar.
4) Linear and rotary filling machines for powdered and granulated products.
If you want to design social innovation curriculum, co-curriculum, or make the case for social innovation on your campus then the Commons is for you. This presentation gives an overview of our online professional development program for faculty and administrators working in changemaker education on campus. For more information visit www.ashokau.org/commons.
Interested in attending the Exchange? Check out the highlights of the 2017 Exchange to learn more about attendees, what the most popular sessions were, and the feedback we received.
Hosted by the Mentoring Partnership of Minnesota; Mentoring Across Generations: Engaging Age 50+ Adults as Mentors; featuring Dr. Andrea Taylor, Temple University
This document discusses youth work and its relationship to education. It makes three key points:
1. Youth work is a form of non-formal education focused on personal and social development through group association and activities.
2. The Department of Education in Northern Ireland recognizes youth work as a complementary and sometimes alternative service to formal education.
3. There is a need to better define and measure the outcomes of youth work to demonstrate its contributions to educational goals and inform continued collaboration between youth work and formal education sectors.
Retaining youth in 4-H programs beyond the first year is important for positive youth development and building resilience. Research shows that sustained involvement in youth programs leads to better academic performance and less risky behavior. The document discusses factors that influence youth retention, including meaningful relationships with caring adults, youth-centered programming, and clearly defined program goals. It then describes a new program called "Welcome to 4-H" that is intended to address retention issues for first-year 4-H members through year-long orientation activities focused on belonging, independence, generosity, and mastery.
David Bates - NOW (Woodlawn) Strategy PresentationILTaskForce
Rev. Bates' 07/2013 Presentation before the Illinois Task Force on Social Innovation, Entrepreneurship, and Enterprise, focusing on Woodlawn's "Coordinated Community" mode in Chicago
The document discusses global education and how schools can better incorporate global perspectives. It introduces the Global Learning Centre (GLC) which supports schools through professional development, resources, and consultation. The GLC helps schools align their teaching with the principles of global education in the Australian Curriculum. It provides various examples of how schools can teach global topics across subjects like English, math, science, and geography. The document advocates for a whole-school approach to global learning centered around themes of social justice, sustainability, and global citizenship.
Rahul Pachori presented on promoting quality and sustainable schools in India. The presentation focused on improving the quality of education beyond just access, with an emphasis on learning outcomes, pedagogy, and developing well-rounded students. It discussed making schools more sustainable by caring for student and teacher well-being as well as the environment. Key initiatives discussed include the Samagra Shiksha Scheme 2.0, STARS program, developing 15,000 exemplar schools, and adopting a whole-school sustainability framework. The ultimate goal is for schools to continuously improve and benefit students both now and in the future while minimizing environmental impact.
The document provides an overview of the Chronic Poverty and Education Policy Guide. It discusses the guide's aims to steer policymakers and practitioners through evidence on the relationship between education and chronic poverty. The guide is organized into four sections that cover: the intersections between chronic poverty and education; how to make schools more pro-poor; successful transitions for youth; and transformations brought about by education policies. It also includes a table mapping strategic education interventions to aspects of chronic poverty and contexts where they are especially needed. The document outlines the background, scope, and structure of the policy guide.
This document discusses the philosophy of education and its implications. It defines education and discusses various philosophies that have influenced education including idealism, naturalism, realism, and pragmatism. The key implications of these philosophies on education are that idealism focuses on spiritual development, naturalism views education as developing naturally according to the laws of nature, realism prepares students for reality, and pragmatism focuses on learning by doing. The document also examines the aims of education such as intellectual, social, and character development.
Carson Hicks, Ph.D., Deputy Director of Evaluation at the NYC Center for Economic Opportunity (CEO) will provide an overview of programs that address the needs of disconnected youth and young men of color in New York City. CEO, located within the NYC Mayor’s Office, partners with various City agencies to develop, implement, and evaluate the City’s anti-poverty programs. CEO’s programs touch on areas of education, employment, health, and prevention. The success of these programs has had national implications—CEO was recently awarded a federal Social Innovation Fund grant to replicate five programs to multiple cities, including Project Rise which works directly with young adults. CEO is also responsible
for the implementation and evaluation of most of the programs being expanded and created through the Young Men’s Initiative, a $127 million investment of public and private funds to assist NYC’s young men of color. This presentation will share CEO’s approach to developing and evaluating programs that assist disconnected young people with examples of specific programs and investments in New York City.
1. The document describes a faculty leadership program at Austin Peay State University that aims to promote leadership from faculty ranks rather than just administrators.
2. It discusses how the program provides opportunities for faculty to network, gain awareness, collaborate, develop visions, empower others, and mobilize change through activities like shadowing leaders, guest speakers, and a group project.
3. The goal is to cultivate an environment of change agents across campus who can help transform and strengthen the university through grassroots efforts rather than just top-down initiatives.
Adult education involves teaching adults through various methods like night schools, community colleges, and lifelong learning centers. It aims to educate adults on topics not covered in regular schooling like religion, politics, and family planning. The principles of adult learning emphasize that learning must be problem-centered, experience-based, meaningful, and allow learner feedback. In India, the government has launched various programs since independence to promote adult education through night schools, community centers, and mass literacy campaigns to build an educated nation.
This document summarizes a presentation on global citizenship and best practices. It includes an agenda that covers background information, 6 models of global citizenship education plus an additional model, distilling key ideas, and 10 key websites. It also includes 3 closing thoughts from Jacques Delors, Ian Hill, and Howard Gardner. The background section discusses trends in global citizenship education and confusion around related terms. It also distinguishes between national, international, and internationally-minded schools. The models section outlines approaches from organizations like the IB, Oxfam, and Asia Society. Key ideas focus on teaching for versus about global citizenship, understanding one's own culture, and personalizing definitions.
A new Sillerman Center report, Engaging a New Generation of Philanthropists: Findings from the Pay it Forward Student Philanthropy Initiative, examines students enrolled in student philanthropy courses through Pay it Forward. Pay it Forward, an initiative of the Kentucky, Michigan, and Ohio Campus Compacts, seeks to develop a new generation of philanthropists by infusing the practice of philanthropy as a core component of college coursework. In partnership with Campus Compact, the Sillerman Center analyzed 1,628 surveys from students who participated in these courses from January 2010-August 2011.
Dr. William Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
This document summarizes a paper about transformational leadership in 21st century schools. It discusses how traditional leadership models focus on technical and rational approaches that do not account for organizational factors impacting outcomes. Transformational leadership uses cultural capital through acquired knowledge and social capital via relationships and networks to create a transferable leadership model. 21st century schools aim to prepare students holistically through specialized curriculum, pedagogy, proficiency, multicultural literacy and performance. Effective leadership in these schools requires distributed and developmental approaches that transform culture and the instructional core.
Diversity and Community Engagement Strategic Plan OverviewSherri Sanders
The Division of Diversity and Community Engagement at the University of Texas at Austin has completed its first strategic plan spanning 2011-2016. The plan was developed over two years through an inclusive process involving staff across the division. The strategic plan establishes the division's mission, vision, values, and four strategic goals: 1) Advancing an inclusive campus culture, 2) Cultivating community partnerships, 3) Promoting academic success of underrepresented students, and 4) Conducting and sharing research. The plan is intended to guide the division in contributing to diversity, engagement, and social justice at the university over the next five years.
Nuclear energy is released through fission or radioactive decay of atomic nuclei. A nuclear power plant uses heat from a nuclear fission core to convert water to steam, which powers turbines to generate electricity. There are different types of nuclear reactors, including boiling water reactors, pressurized water reactors, and liquid-metal fast breeder reactors. Nuclear energy has advantages like producing large amounts of clean energy without air pollution but also disadvantages like producing radioactive waste and potential radiation risks from accidents.
The document describes various types of packaging equipment for products like coffee, sugar, and chocolate including:
1) Vertical bagging machines, associative weighers, and elevating conveyors for bagging coffee.
2) Hot-fill bagging machines for bagging under vacuum or modified atmosphere.
3) DoPak and stickpack bagging machines for coffee and sugar.
4) Linear and rotary filling machines for powdered and granulated products.
Este documento resume diferentes herramientas de búsqueda de información como metabuscadores, Google Libros, Google Académico y búsquedas por temáticas. Explica que los metabuscadores realizan búsquedas en múltiples motores de búsqueda y proveen una combinación de los mejores resultados. También describe cómo estas herramientas son útiles en el campo educativo y laboral, y que las búsquedas por temáticas ofrecen resultados más precisos al organizar la información por categorías.
This document describes a 3-tier client-server application for managing air traffic at an airport using Oracle 11gR2 software architecture. It discusses the themes and technologies used, including Oracle Database XE 11gR2, Oracle WebLogic Server 11gR2, and Oracle Jdeveloper 11gR2. It also presents the relational database model, table structures, and implementation of the 3-tier architecture for the client-server application to simulate air traffic management at a simplified level.
Christopher Spelts seeks a challenging position in a team environment that allows for personal growth while inspiring others. He has over 15 years of experience managing live music venues, hotels, and teaching. Most recently, he was the Production Manager at Thompson House in Newport, KY, where he oversaw operations and productions.
Zibo XiangRun Environment Engineering Co., Ltd is a leading manufacturer of adsorbents, desiccants, catalysts, and molecular sieves located in Zibo, China. They produce a variety of products including activated alumina, pseudoboehmite, molecular sieves, and alumina balls. XiangRun has established successful business partnerships worldwide and supplies reliable, high-quality products to customers in many countries.
Proces demokratyzacji i budowy społeczeństwa obywatelskiego w państwach Azji ...Małgorzata Sikora-Gaca
Aktualnie region Azji Centralnej to obszar o znaczeniu strategicznym zarówno w kontekście geopolitycznym jak i surowcowym, znajdujący się w kręgu zainteresowań Chin, Rosji, Unii Europejskiej i USA. Kazachstan, Turkmenistan, Tadżykistan, Uzbekistan i Kirgizję charakteryzują słabo wykształcone systemy polityczne, bardzo podatne na różnego rodzaju kryzysy, szczególnie te wynikające z odmiennych koncepcji rozwoju regionu prezentowanych przez Pekin i Moskwę oraz przez Brukselę i Waszyngton. Sytuacja ta powoduje zamęt polityczny, a w przypadku np. Turkmenistanu wprowadzenie polityki izolacjonizmu w stosunku do większości podmiotów zagranicznych. Kraj ten niechętnie wpuszcza na swój teren obcokrajowców, często odmawia wydania wizy, a ci, którzy już ją otrzymają mogą przebywać tylko i wyłącznie na terenie danego miasta (zazwyczaj Aszkabadu). Polityka Rosji i Chin cieszy się w tym regionie zdecydowanie większym poparciem, jest ona mniej skomplikowana, a jej przesłanki czytelne – gaz ziemny i ropa naftowa. To sprawia, że relacja Azja Central-na – Rosja są przejrzyste. W przypadku relacji z Brukselą i Waszyngtonem sprawa nie jest już taka prosta. Pojawiają się trudne pojęcia i większe oczekiwania w stosunku do państw regio-nu35: rządy prawa, pluralizm, społeczna gospodarka rynkowa, prawa człowieka, niezależne sądownictwo, poziom korupcji, itd.
M. Sikora-Gaca, Proces demokratyzacji i budowy społeczeństwa obywatelskiego w Azji Cen-tralnej, [w:] L. Kacprzak, B. Koszel, A. Marcinkowski, Społeczeństwo obywatelskie jako dobro wspólne, Piła 2012, s. 89-105.
Los límites y posibilidades de los sistemas técnicos para el desarrollo socialArely Fragoso
El documento discute cómo la tecnología puede afectar el desarrollo social positiva y negativamente. Por un lado, la tecnología puede hacer que los procesos productivos sean más eficientes y económicos, lo que mejora la calidad de vida. Pero también puede causar problemas ambientales como el calentamiento global y la sobrepoblación, que ponen límites al desarrollo social. El documento analiza los índices de desarrollo humano en México y cómo la tecnología puede mitigar desastres naturales o causar desempleo y
Hamilton Youth Engagement Initiative : Year in Review 2011-2012Alex Ramirez
This document provides a review and policy recommendations from the Hamilton Youth Engagement Initiative for 2011-2012. It outlines the mission and methodology of engaging youth through focus groups and peer mentorship. Policy recommendations were developed by students at six Hamilton secondary schools and ratified at a Youth Summit. The recommendations address issues identified by youth such as the need for adolescent recreation centers, stronger laws around pet ownership to reduce strays, and installing water filtration systems in schools to improve drinking water quality. The initiative aims to foster youth civic engagement and provide their perspectives to influence municipal policies and decisions.
The document proposes developing a pilot program to encourage more young people in Ireland to become social entrepreneurs. Interviews with community members informed the design of a program called RealPlay, which would enable Transition Year students to gain experience through mentored social enterprise projects in their local community. A key goal is for students to learn about social responsibility and potential careers through hands-on experience completing real-world tasks. The proposed program would match students' skills to project roles under the guidance of mentors from schools, community groups, and businesses. Students would develop initiatives like an activity program for an elder care center. Upon completion, students would receive a Young Social Entrepreneurs award to include in their CV and application for further education.
The Community-Based Socially Focused Internship for Management Students is a transformative learning experience designed to empower students to address pressing socio-economic challenges facing communities. Through this internship, students engage in hands-on research, analysis, and collaboration with stakeholders to develop evidence-based solutions and policy recommendations. Key areas of focus include marketing, human resources, banking & finance, hospitality, travel & tourism, urban mobility, waste management, accessibility, livelihood, youth development, substance abuse, green initiatives, education, and housing.
Social capital refers to the networks of relationships among people and the associated norms of reciprocity and trust that arise from those relationships. It's a valuable resource that individuals and communities can leverage for mutual benefit.
Putting Children First: Session 2.1.D Marlene Ogawa - Social connectedness as...The Impact Initiative
Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa.
Addis Ababa, Ethiopia, 23-25 October 2017
This three-day international conference aimed to engage policy makers, practitioners and researchers in identifying solutions for fighting child poverty and inequality in Africa, and in inspiring action towards change. The conference offered a platform for bridging divides across sectors, disciplines and policy, practice and research.
The document outlines Millennium's new 5-year strategic plan to advance its mission of designing and disseminating developmental science-based methods of education that promote well-being. The plan focuses on four strategic priorities: 1) Aligning the community around an updated mission and vision; 2) Creating new methods, programs and roles; 3) Transforming the educational landscape by sharing methods broadly; and 4) Sustaining ongoing programs and initiatives. The plan aims to make Millennium unique by focusing on student-centered learning, developing the whole self, and training educators to serve as models of well-being for students.
The Belk Foundation has adopted a 5-year Impact Plan from 2019-2024 to further its mission of ensuring all students graduate high school and continue their education. It focuses on two strategic issues: (1) doubling the percentage of third graders reading proficiently in Charlotte by 2025 through the Read Charlotte initiative; and (2) expanding access to effective teachers in North Carolina. The Foundation provides grants, convenings, advocacy and strategic guidance to support grantees working in its focus areas of early literacy and teacher quality. It aims to devote equal funding to each focus area and strategic issue through 2024 to maximize its impact on educational outcomes.
This is an example of a brochure we had to design for a tablet for my Multimedia Design class. Unfortunately, the video and slideshow did not translate when converting the document from InDesign to a PDF which is why there are two white spaces on the third page.
This document discusses the importance of global learning opportunities for students' education and future success. It argues that global learning needs to be integrated throughout students' learning experiences, including in expanded learning opportunities outside the traditional classroom. These opportunities are well-suited to building global competence through inquiry-based learning, collaboration, and problem-solving. The document recommends policy support for global learning in expanded learning to provide more students engaging opportunities that develop critical skills and prepare them for academic and career success in an increasingly global world.
Peduli is a Government of Indonesia initiative managed by The Asia Foundation to promote social inclusion. It works with 79 civil society partners across 26 provinces and 84 districts to improve access to services, economic opportunities, and participation in community processes for marginalized groups. This program snapshot examines Peduli's emerging approaches, including positioning inclusion as a local governance issue, adopting systems-based approaches, and establishing coalitions for inclusion. By thinking and working politically through locally led and adaptive solutions, Peduli and its partners have made gains in mobilizing social change for excluded communities in diverse contexts.
Peduli is a Government of Indonesia initiative managed by The Asia Foundation to promote social inclusion. It works with 79 civil society partners across 26 provinces and 84 districts to support marginalized groups' access to public services, economic opportunities, and participation in community processes. This program snapshot examines Peduli's emerging approaches, including positioning inclusion as a local governance issue, adopting systems-based approaches, and establishing coalitions for inclusion among marginalized groups, local leaders, volunteers, and ascending levels of government. By thinking and working politically through locally-led and adaptive solutions, Peduli and its partners have made gains in mobilizing social change and improving outcomes for marginalized communities in diverse contexts.
The document discusses community linkages between schools and local resources. It outlines how partnerships can benefit schools and communities by sharing facilities, volunteers, expertise and more. This enhances educational opportunities, strengthens neighborhoods, and leads to improved outcomes for youth and families. Effective collaboration requires strategic planning from professionals in schools and communities.
The Transformative Role of University Education in Shaping Global Citizensanwarkhan45314
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Hamilton Youth Engagement Initiative : Year in Review 2012-2013
1.
2. 2
HSCI—OPIRG MCMASTER
The Hamilton Youth Engagement Initiative (HYEI) brings together groups
of high school youth with older peer mentors. These mentors facilitate a
program which focuses on an applied learning of civics and community
engagement.
The 2012-2013 school year saw the exciting pilot of HYEI in a classroom
setting. Despite all the hurdles and challenges the program faced, we
were immeasurably fortunate-enough to be supported by incredible
passion from our mentors, energy from our students, and dedication
from our associated teachers and education consultants.
The Year in Review report introduces the reader to HYEI, provides an
evaluation of the program’s development, and finally, recommends how
the program should grow in the upcoming year and beyond.
The past year’s achievements include:
• Pilot of 6-session program with 3 classes and a youth community group,
reaching over 80 youth (not including mentors)
• Further collaboration with HWDSB to open classrooms as a setting for the
program
• Recruitment, training, and management of team of 40 volunteer mentors
• Trial of mentor position as a placement in a credited, university field placement
course
• Building of foundations for recruitment of mentors from Mohawk College
Contact Information:
Hamilton Youth Engagement Initiative (HYEI),
a project of the Hamilton Students’ Community Initiative (HSCI)
Coordinators: Alex Ramirez and Nathaniel Loranger
HSCI.OPIRG@gmail.com
3. THE HAMILTON YOUTH ENGAGEMENT INITIATIVE | 2012-2013
3
Sponsoring body:
Ontario Public Interest Research Group (OPIRG) McMaster
MUSC 229, McMaster University
1280 Main Street West
Hamilton, Ontario, L8S 4S4
The Hamilton Youth Engagement Initiative (HYEI) seeks to encourage
and facilitate youth civic engagement through the development of
mentoring relationships between younger and older youth. Young
people have vast potential to actuate community growth and lead
social development; however, many youth need an environment that
nurtures these values and gives them relevance.
Rooted in the principles of inclusive and collective participation, HYEI
pursues effective, creative and sustainable solutions to its goals. Being
collaborative in nature, HYEI is a process that not only focuses on
revitalizing youth civic engagement, but also acts to garner and
strengthen collaborative partnerships in the City of Hamilton’s
community- and social-development sectors.
The ultimate goal of this project is to lay the foundations for a
revitalization of youth civic engagement – both across the City of
Hamilton, as well as provincial and national systems.
We envision a Canada where young people are
active in, passionate about, and dedicated to, the
civics of their communities.
4. HSCI—OPIRG MCMASTER
4
Acknowledgments
HSCI would like to give a special thank you to all the people who
helped ensure that the Hamilton Youth Engagement Initiative
would continue to flourish in 2012-2013.
Sabrina Arrizza
Hamilton Students’ Community Initiative (HSCI)
Krista Brodersen, Carolyn Craven
Westdale Secondary School
Alice Smith
Sir Allan MacNab Secondary School
Mike Des Jardins, Scott Sincerbox,
Kristen Armstrong, Mark Currie
Hamilton-Wentworth District School Board (HWDSB)
Cecilia Irazuzta, Randy Kay
Ontario Public Interest Research Group (OPIRG) McMaster
Milé Komlen
Hamilton Centre for Civic Inclusion (HCCI)
Brian McHattie, City Councilor—Ward 1
City of Hamilton Municipal Government
And to all the people who participated in the program as
students or mentors!
5. THE HAMILTON YOUTH ENGAGEMENT INITIATIVE | 2012-2013
5
Table of Contents :
Introduction 6
Strategic Themes 7
Methodology 8
Participating youth 10
Engagement Sessions 12
Curriculum Connections 14
Project Examples 16
Program Evaluation 18
Program Recommendations 24
Future Developments 26
Supporting Literature 27
6. HSCI—OPIRG MCMASTER
6
introduction
It has been recognized that the civics
component of the Ontario Grade 10 Careers
and Civics curriculum falls short in its pursuit of
student engagement: many students report a
strong disinterest in the delivered civics
materials 1*
. Further, youth are rarely invested in
the development and shaping of their cities 2, 3, 4
,
despite being a prominent denomination of the
Ontario population 5, 6
. Decreased social trust 3, 7
,
greater mobility and less community
connectedness 7
are degrading young people’s
ownership of their cities. HYEI strives to tap into
the critical period of maturation and learning
that people undergo during their late teens 2, 5, 8
,
a period characterized by the adoption of
distinct, personal perspectives and susceptibility
to influence of peers. The program builds a
forum for youth to act upon their visions of
social development.
Youth should not be viewed as problems
needing fixing, but as incredible assets to
the development of communities 5, 9, 10
.
*Note: Throughout this report, where
appropriate, citations will be made to
supporting research literature.
The Hamilton Youth Engagement Initiative is
supported by a number of themes that work
as organizational pillars and ethical parameters
in the conduct of our engagement strategy.
These are presented on the following page.
7. THE HAMILTON YOUTH ENGAGEMENT INITIATIVE | 2012-2013
7
strategicthemes
Engage - HYEI engages all involved persons in an active, participatory and
inclusive environment.
Connect - HYEI connects visions by fostering environments of collectivity and
cooperation.
Change - HYEI encourages direct participation in community-oriented initiatives
for positive changes to communities and surrounding environments.
An integral component to this youth engagement strategy is support of youth
autonomy. People have an innate capacity to identify, prioritize and suggest
solutions to social issues according to their unique sets of experiences and
means of personal expression. HYEI mentors work within the strict parameter of
facilitation, rather than representation, to ensure the contributions of
participating youth are free from manipulation of interests. Young people do not
lack the desire to become civically engaged, but rather, the right opportunities
and resources 14
.
In developing a youth-led strategy for youth engagement, it is essential that the
process be introspective, flexible, and welcoming of change. Hence, the value we
place in HYEI’s reflective and organic nature is immense. Our methodology is not
immutable. It is shaped by the experiences of our mentors and participating
youth, guidance of education professionals, and insights of research literatures.
At HYEI’s core is an integral model of simple, but powerful, practices. By striving
to maintain this fundamental, we maintain the Hamilton Youth Engagement
Initiative as a program that is accessible and whose vision is tangible.
Furthermore, the program acts to link youth-serving organizations, youth-led
groups, and civic engagement groups 16
, a role that is often missing from youth
engagement 9
. In effect, we work to ensure the sustainability of the program for
future cohorts of youth 3
.
8. HSCI—OPIRG MCMASTER
8
methodology
The Hamilton Youth Engagement Initiative
structures its engagement sessions between
youth and mentors around a specific learning
model. One might question why a teacher could
not deliver the engagement session material
without the external assistance of HYEI mentors.
Indeed, some teachers may already cover similar
discussions and activities in their lesson plans 24
.
The strength of the HYEI model is the
environment in which students learn. In the HYEI
program, youth work collaboratively with peer
mentors: older youth who act as facilitators and
role models in the process. The potential for
youth-with-youth informal learning, as well as
the smaller ratio of students to mentors, allows
students a much greater capacity to participate
in classes and make personally-meaningful
contributions. Moreover, this increased capacity
for students to participate ensures that each
individual’s voice is recognized and valued 13
.
In following with Ontario curriculums 21
, the inquiry model of learning is
practiced throughout the program, thereby increasing opportunities for students
to develop their self-directed learning capacities and explore intellectual
engagement with their studies.
9. THE HAMILTON YOUTH ENGAGEMENT INITIATIVE | 2012-2013
9
Research shows that during adolescence, more than any other developmental
stage, youth look to their peers for support, guidance, and perspective. An
effective means, then, of motivating high school students to pursue positive
growth of their communities is via the influence of other youth.
Establishing a peer mentorship relation between secondary school students and
post-secondary students (adolescent youth with matured youth) engenders a
sense of togetherness. This relationship focuses on the creation of a safe
environment for youth to identify issues/interests pertaining to their surrounding
communities with individuals to whom they can relate 19
.
Mentors work with youth in decentralized, collaborative groups. Through the
process of collective dialogue, participating adolescent youth develop strategies
and policy recommendations for social change with complete autonomy.
In a mutually-beneficial relationship, high school students are supported in their
ambitions for community success, while our mentors will reconnect with their
younger selves and reflect on personal growth. In many cases, the mentors are
just slightly farther “down the road of life” than the youth they work with, and so
everyone involved stands to gain something from the relationship.
Informal learning activities can be effective techniques to include in dynamic
approaches to education processes 7, 19
. Informal, collaborative projects focusing
on both practical and theoretical disciplines encourage students to share their
personal perspectives, and in extension, explore these perspectives through
dialogue and research. Drawing on this concept, the HYEI provides an
opportunity for both secondary and post-secondary students to identify, discuss,
and debate community issues. Such informal activity encourages youth to
collectively share their concerns, learn from each other’s different perspectives,
and take the steps necessary to participate in local decision-making 7, 20
. The use
of decentralized focus groups proves to not only generate engaging, youth-led
discussions, but also results in an enhanced education experience for the post-
secondary students, making this youth-with-youth engagement strategy truly
unique in its ability to foster genuine learning experiences.
10. HSCI—OPIRG MCMASTER
10
Participatingyouth
Post-secondary
The 2012-2013 HYEI mentor cohort comprised McMaster
undergraduate students who were either voluntarily participating,
or acting as mentors for a field placement credit in the Political
Science 3PR3 course. In accordance to agreements made with
the school board regarding ethical code of conduct, mentors
were required to provide a police reference check prior to
working with secondary school students. Between November
and February, a total of 32 training sessions were hosted for
mentors to familiarize themselves with the engagement session
plans. HYEI mentors were assigned to school locations and were
responsible, as teams, to prepare for each engagement session
and communicate with their partnered teacher, while relaying
progress and feedback to the coordinator team. At the start of the
classroom sessions, 37 mentors had remained with the project
and attended a satisfactory number of training sessions.
Secondary
Four groups of youth participated in the HYEI program, three of
which were in the classes of teachers who worked with HYEI.
More than 80 youth made up these four groups. The involved
groups were:
Voluntary Basis
• NGen Youth Centre After-school Focus Group
Mandatory Class Requirement
• Sir Allan MacNab Secondary School Grade 12
Canadian & World Politics
• Westdale Secondary School Grade 10 Canadian History
• Westdale Secondary School Grade 11 Genocide Studies
12. HSCI—OPIRG MCMASTER
12
engagementsessionsBelow is an outline of the 8 week program developed in
consultation with the Hamilton-Wentworth District School Board
for the 2012-2013 year. Please contact HSCI for the complete 2012-
2013 Engagement Session plans.
Session Title Key Objectives and Themes
1 Introductions to
communities
• Development of relations between mentors
and students
• Establish classroom norms
• Explore various interpretations of
community
• Identify values and themes of community
• Examine the roles youth can have in
building communities
• Reflect on the need for the HYEI program
2 Identifying and
categorizing issues
• Learn how to work in a group-based setting
• Learn how to identify and categorize
empirical information
• Identify real-world, pertinent issues
3 Tutorial on prioritizing
and consensus building
• Practicing tolerance and collaboration in
exploring perspectives
• Reaching agreement amongst opposing
perspectives
• “Finding the gray in a black and white
situation”
4 Collectively
prioritizing identified
issues
• Practicing procedures for reaching
consensus
• Prioritize issues needing attention from
youth
13. THE HAMILTON YOUTH ENGAGEMENT INITIATIVE | 2012-2013
13
Session Title Key Objectives and Themes
5 Tutorial on effective and
diverse methods of
synthesizing research
• Explore fundamental questions that drive
research and narrow focus
• Explore advantages of consulting diverse
range of sources
6 Recommending solutions • Distinguish between broad/abstract/
ambiguous solutions and practical/specific
solutions
• Explore Hamilton-based resources
pertinent to projects
• Developing practical solutions to issues
• Practice developing clear language to
present work
7 Drafting a basic policy
recommendation
• Exploring the language of policy, and the
use of the language to empower youth
• Practice concise and cohesive writing and
communication
• Develop culminating policy
recommendations
8 Overview of collective
recommendations
• Review all that has been accomplished in
only 8 weeks
• Reflect on the power of community
engagement and social change
• Opportunities to communicate advocacy
positions
14. HSCI—OPIRG MCMASTER
14
curriculumconnections
As recommended by a public school board
teacher, HYEI seeks to trial its engagement
sessions within the Grade 10 Civics curriculum 21
.
It should be recognized that this strategy is not
an attempt to change the curriculum. Instead, it
is intended as a tool teachers might employ to
better help their students make connections
between the learning material and their personal
lives. It is a way to enhance the engagement and
empowerment of students with the curriculum.
The engagement sessions are designed to
give students a foundation in the theory,
skills, and experiences needed to make
meaningful, positive changes in their
communities. In essence, the program intends to
empower youth to become purposeful,
informed, and active citizens through civic
participation.
15. THE HAMILTON YOUTH ENGAGEMENT INITIATIVE | 2012-2013
15
Informed Citizenship
Overall Expectations
• Demonstrate an understanding of the need for democratic decision
making
• Explain what it means to be a global citizen and why it is important to
be one
Specific Expectations
• Democratic Decision Making
• Rights and Responsibilities of Canadian Citizenship
Purposeful Citizenship
Overall expectations
• Demonstrate an understanding of the beliefs and values underlying
democratic citizenship and explain how they guide citizens’ actions
• Describe the diversity of beliefs and values of various individuals and
groups in Canadian society
• Analyze responses at the local, national, and international levels, to civic
issues that involve multiple perspectives and differing civic purposes
Specific Expectations
• Democratic Beliefs and Values
• Diversity of Beliefs and Values
• Responses to Civic Issues
Active Citizenship
Overall Expectations
• Apply appropriate inquiry skills to the research of questions and issues
of civic importance
• Demonstrate an understanding of the various ways in which decisions
are made and conflicts resolved in matters of civic importance, and the
various ways in which individual citizens participate in these processes
Specific Expectations
• Inquiry Skills
• The Resolution of Public Issues and Citizenship Participation
16. HSCI—OPIRG MCMASTER
16
projectexamplesWhat follows is a sample of the themes, community
issues, and solutions that one class of students
researched for their projects during the HYEI program.
Group Theme: Specific Issue: Proposed Solution: Importance:
Accessibility Students with
disabilities
segregated to one
section of the school
due to design.
Implementing
wheelchair lifts that can
access all floors.
Will allow for students with
disabilities to be integrated
with the rest of the student
population, which can
encourage their social
development.
Education Education is lacking
in providing
students with
sufficient job
opportunities.
Implementing more
French classes into the
high school curriculum.
The benefits of knowing
two languages, especially
the ones that are official to
Canada, can increase
opportunity for jobs.
Environment The condition of the
Hamilton harbor
front.
Increasing awareness in
the media and through
school programs to
clean up the harbor
front.
Having a clean harbor front
can invite more
development for activities
(such as paddle boats) and
can increase tourism in
Hamilton.
Social Issues Racialization and
discrimination at
border checkpoints.
Border officers should
receive new training
that will teach them
about diversity.
Can limit personal
instances and experiences
of travelers being targeted
based on race, sex, or
religion.
Government There are not
enough students
voting.
Students need to be
targeted more during
electing campaigns, and
there should be no
school on voting days
so that students have
more reason to go vote.
Students make up a large
part of the population and
can greatly affect the
outcomes of the elections if
they were to participate
more.
18. HSCI—OPIRG MCMASTER
18
programevaluationMethods of Evaluation
1)Mentor written evaluations
Mentors were to complete written evaluations of their experiences
in the program using a template supplied by the coordinators. They
were to complete these evaluations both before the start of the
engagement sessions with students, and after the sessions finished. The
pre-evaluations were completed together during scheduled training
sessions and so had ~70% completion rates. The post-evaluations were
to be completed online, and had ~23% completion rates. This lower rate
can be attributed to 1) the online template submission, and 2) lower
mentor engagement during the final exams and summer months. It
should be noted that mentors were very diligent about providing
detailed, constructive responses.
The mentor evaluation templates measured the mentors’
experiences of the program and their thoughts on how the program
should best be developed in the future, including Likert Scale and open-
ended questions. Reviewing the data, the scale-based responses did not
provide much further insight than that already gained from the
qualitative, open-ended responses.
2)Engagement session exit cards
At suggestion of one of the program’s partnered teachers, exit
cards were developed for each engagement session as a means for
students to track their progress through the program. Each exit card
included questions with scale-based responses to gauge the level
students achieved in the session’s objectives. Similarly to the mentor
evaluations, alongside the scale-based questions were open-ended
questions asking students to expand upon their perceptions of the
program.
Unfortunately, the quality of data gained from the exit cards leaves
much to be desired. Although their inclusion in the engagement session
format is important, their delivery during this year’s program was
lackluster. The material quality was low due to: 1) variation in distribution
between the three classes, 2) variation in whether the exit cards were
completed during classes, or as homework, and 3) variation within and
between classes about what the expectations were for completing work.
19. THE HAMILTON YOUTH ENGAGEMENT INITIATIVE | 2012-2013
19
Methods of Evaluation cont.
3)Transcripts of evaluation focus groups
Recognizing that the exit cards did not provide sufficient or
satisfactory responses from the participating students, HYEI scheduled
follow-up focus groups with each of the three classes after the
completion of the six week program to obtain more reflections from the
students. The class teachers were included in these focus groups. HYEI
applied for and received a Support Grant from OPIRG in order to supply
each focus group with snacks and show how much HYEI appreciated the
continued participation of its partnered classes.
Because the focus groups were hosted during class time,
attendance was largely representative of the regular class groups. Being
a semi-structured interview style, it allowed the opportunity to probe for
and clarify the perceptions students and teachers had of the programs.
Although it is possible some students may have felt intimidated by
speaking their opinions in an open forum, others praised this practice for
its intimate, relaxed feeling, opportunity to take a participatory role in
HYEI’s development, and debriefing aspects.
20. HSCI—OPIRG MCMASTER
20
programevaluation
What follows is a presentation of the
qualitative themes that arose in the
evaluation process. Where appropriate,
responses have been supplemented with
research literature. Quotations are presented as
they were given to the evaluators. They have
only been edited to make sense in the context of
the following presentation, without altering the
respondent’s intentions.
Overall, mentors gave very positive reviews of the program
coordinators and their volunteer management. Save for a few
lapses, email communications were prompt and regular, keeping
mentors on track. However, email communication seemed archaic
and a new mechanism would be appreciated. The program was
well organized, much more so than the 2011-2012 year.
Mentors valued having many different training times available during the week. The
focus on active learning of the engagement sessions helped to best prepare mentors.
Because the program had a rolling recruitment of mentors, some of the veteran mentors
found there was too much repetition in the training sessions. Efforts should be made to
include even more time to simulate sessions and discuss the troubleshooting of possible
scenarios that may arise.
Above all, mentors spoke highly of their opportunity to take an active role in the
development of the program. The encouragement of collaboration, equal contributions,
and coordinators’ openness to feedback all helped enhance the program’s engagement of
older youth. For the future, though, it should be clearly communicated when training
would focus on learning the material, and when it would focus on developing the
material.
A special note should be made about the program’s youth-led nature, which was not
lost on the mentors 14
. Some commented on how they approved working with similarly-
aged coordinators.
1)Mentor management and training
“I enjoyed the passion
of the coordinators
and their dedication
to excellence.”
21. THE HAMILTON YOUTH ENGAGEMENT INITIATIVE | 2012-2013
21
“The reason I got involved with HYEI was precisely because of what it stands
for. I wish I had had more exposure in high school to avenues of change
regarding community issues. Also, my careers and civics course was a waste
of time. I think the goal of the program is both attainable and worthwhile. “
Undoubtedly, the opportunity to work closely with a high school class is one
of the main attractions for people seeking to be mentors in the program. Mentors
enjoyed this experience and believe in its objectives. As discussed earlier in this
report, the relationship of mentor and student goes far beyond a unidirectional
exchange. As one mentor explains:
“One thing that I really enjoyed surprised me and that is working with
students/youths. Going into this, I thought that we are there to essentially
teach students to become more active in their communities. Instead, as the
weeks progressed, I noticed that we are not teaching, instead it was more so
a collaborative effort to engage students to participate in civic duties. For
this reason, I enjoyed working with youths. “
A number of mentors also mention their capacity to personalize their experiences,
perceiving HYEI as an environment that allows for mentors to share and build their
respective assets. Whether it was students, mentors, or teachers, all agreed that the
program should work to bring together people with similar interests and passions.
2)Mentors’ experiences of engagement sessions
The most striking experience students had when working with mentors was
the shift in power dynamics in both the class, as well as the place the students
generally have in their communities:
“You could continue to talk with the mentors about other things:
university, their experiences… Teachers can talk down to students, so the
mentors spoke at the same level as the students… they have a similar frame
of reference as you, so it is easier to connect with them.”
Mentors could share personal perspectives on not only on career paths 5
,
but also community matters. All youth involved valued the opportunity to hear a
diverse selection of opinions on subjects 22
. From the very first engagement session
with HYEI, students spoke positively of the recognition mentors gave their
opinions5
. Mentors should be sure to not accidentally ignore or disregard student
contributions, though, as this alienates the class.
During one focus group, students were right to point out that the mentors
have certain power advantages over the students due to the mentors’ post-
secondary education, and that mentors should always remember to not let this
power negatively affect the dynamics in the class 22, 23
.
3)Students’ experiences of peer mentors
22. HSCI—OPIRG MCMASTER
22
programevaluation HYEI’s greatest transition in the 2012-2013 year was its move from voluntary
sessions to a classroom setting. A topic often discussed by the mentors was the
range of engagement levels seen in the classes. Some students were very attentive
through discussions, whereas other students seemed to put very little interest in
the sessions. This in part can be attributed to the unclear structure and
expectations of the sessions, and objectives of the program. How the HYEI program
would fit into student evaluations was not well-defined for classes, and in turn,
students would be able to get by without doing any “real” research.
The mentors wonder if age plays a role in this, and that younger youth
simply may not have reached the maturity level necessary to become passionate
about civics. Consequently, students may not have any incentives to participate in
sessions. The Grade 12 class also voiced this possibility. In all of the evaluations,
respondents were questioned as to what education level a program like HYEI would
best be applied. The Grade 12 group spoke to the possibility that earlier education
levels would simply not be impelled to take ownership of the learning. Very
interestingly, however, the Grade 10 class strongly argued for the program’s
suitability to the age group. The potential that ageism exists in debates of youth
engagement - even within the hierarchy of high school cohorts - is quite intriguing.
Nonetheless, reflections on student participation could be very
encouraging:
“You could observe the confidence growing from day one to the last day. It was
very empowering.”
4)Class participation and performance
The content of the engagement sessions will require the most review and
reimagining for the upcoming year. Most all participating youth felt as though the
first four sessions were too drawn-out, leaving the last two sessions to be rushed. As a
result of the slower pacing in the earlier sessions, some students may have not felt
challenged and in turn, became disinterested. Moreover, students wished to receive
more communication about the program’s organization, goals and objectives 12, 24
.
Students did agree that they started to think more about their communities,
municipal government, and the aspects of their city that they would want to see
change. By focusing on topics that were relevant to their immediate lives, students
had reason to engage in the program. Many agree that the purpose of the program
should be for the program to give students the inspiration and framework necessary
to create change, and then let the class do the rest 14
.
The use of technology to supplement sessions must be reviewed. Mentors
suggested increased inclusion of a variety of media to pique the inquisitive nature of
students. Online participation was also discussed as a necessary component of this
generation’s learning processes. Mentors did experiment with the use of tablet
computers during class as a research aide, but the devices almost always served as
distractions.
5)Experiences of engagement session content and structure
23. THE HAMILTON YOUTH ENGAGEMENT INITIATIVE | 2012-2013
23
Students in all three focus groups were unanimous is
support the HYEI program’s informal, discussion-based inquiry
learning model.
The discussion-based environment
was instrumental in drawing out
students’ opinions on community
issues, while creating safe spaces
for students to share personal experiences. Discussions
about local events were well-received, and flourished as
most everyone felt they could give input. A number of
students and mentors spoke to the difficulty for groups to stay on topic, reflecting
the organic nature of the discussion groups. These sentiments reinforce the need for
mentors to be experienced discussion facilitators, and how HYEI will depend on
returning mentors in the 2013-2014 year to pass-on their skillsets.
6)Students’ experiences of informal, discussion-based learning
“I like how our group
shares all of their
ideas and how it
makes me notice
things that are going
on in the city better.”
“I now know how to lobby for the help of the city government.”
“Encouraging students to cooperate with one another to discuss their
concerns… promoting collaboration and activism.”
“Giving back to the community in an appropriate manner for university
students.”
Program participants provided a wide assortment of responses to what they
thought the outcomes of the program were. This begets the central question of what
youth should be gaining from a program about civic engagement and social change.
Participants discovered the ease of putting their needs into communicable language,
only to uncover the more intimidating challenge of actually seeing that
recommendation through to reality. Some felt that a policy recommendation is
ineffective at creating change. In certain cases, due to the nature of the issue a group
was focusing on, it could be difficult finding feasible and realistic solutions to be
communicated through a policy recommendation. Such an obstacle can discourage
students. It would be helpful for students to present their work to authorities such as
organization leaders, city councilors or even the school student government. But
without a real-world outcome or closure, students will feel doubtful about their efforts
14
. Mentors and teachers suggested possibly limiting class projects to school-related
developments, so that students have a greater opportunity to present their work to
administrative powers and see their recommendations put into practice.
Finally, a strategy for sustainability of youth engagement must be devised. The
HYEI classroom program can serve as a beginning for many youth, but will not be
enough for continued civic participation. Once students leave the resource-rich
environment of the class and program, they will face many challenges in maintaining
their engagement 25
.
7)Outcomes
“Because of the small
group format, regardless
of how slow things went,
[the students] still take
ownership of the
process”
24. HSCI—OPIRG MCMASTER
24
recommendations
Reflecting on the experiences of all those who participated
during the 2012-2013 year, as well as consulted research
literature, the following recommendations are proposed for the
HYEI program’s continued development into the 2013-2014
year.
1) Volunteer management & training
a. Establish an online, private forum with non-
anonymous accounts for mentor communications.
b. Couple each engagement session with a mentor
meeting to allow appropriate time for mentor
teams to prepare.
c. If following a rolling recruitment schedule, ensure
those who have been trained will train the new
recruits, decreasing some repetition.
d. Place more focus on simulation sessions and
troubleshooting scenarios
2) Engagement sessions & materials
a. Clearly communicate program goals and structure
to students from beginning
b. Condense material of sessions 1-3 to focus on
creating outline for student projects
c. Review how HYEI teaches civic engagement to
students, and whether a broader selection of
advocacy & activism tools should be introduced
to class
d. Match mentors with student groups based on
social change interests 26
e. Focus sessions 4-6/8 on preparing student projects
and exploring the obstacles to social development
f. Develop/obtain visually attractive materials for
students 12
25. THE HAMILTON YOUTH ENGAGEMENT INITIATIVE | 2012-2013
25
3) Student evaluation
a. Tie student participation and effort to evaluation
b. Clearly communicate expectations of students and how
their class evaluations are tied to the program.
c. Increase number of student presentations to improve ac-
countability.
4) Technology
a. Develop a more welcoming graphic theme to tie HYEI me-
dia together
b. Invite students to participate in discussion forum for their
projects, which will also nurture interschool collaboration
23
5) Program evaluation 15
a. Encourage mentors to do evaluations together, or have
students do evaluations with mentors, as a means of en-
couraging completion rates
6) Outcomes
a. Connect student projects to their mandatory high school
service hours
b. Consider limiting student projects to school-related initia-
tives
c. Connect students to existing social change initiatives in
Hamilton
7) Sustainability 11, 27
a. Develop a governance structure for HYEI.
b. Secure financial support for program.
c. Develop a collaborative youth network in Hamilton
26. 26
HSCI—OPIRG MCMASTER
• Involve wider audience of youth: more
schools, more mentor sources
• HYEI hopes to involve a broader range of
mentors in the upcoming year, including
students from Mohawk and Redeemer
College, older youth not attending post-
secondary education, and youth who were
students of the program in 2012-2013.
• Pilot incorporation of HYEI into Grade 10
Civics
• Plan adaptation of HYEI model to Grade
10 Careers
• Establish HYEI’s governance system and
succession plans
• Increase inclusion of youth in their
communities’ decision-making processes
27. THE HAMILTON YOUTH ENGAGEMENT INITIATIVE | 2012-2013
27
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