The Context for Civic Learning and Engagement in Higher Education TodayBonner Foundation
A special presentation by Dr. Dawn Whitehead, Vice President of the Office of Global Citizenship at AAC&U for the 2019 Bonner Fall Directors and Community-Engaged Learning.Meeting.
Provincial Webinar: Digital Citizenship Education in Saskatchewan SchoolsJoanna Sanders
Slides from the webinar that was held on September 30, 2015 about the release of the policy guide, Digital Citizenship Education in Saskatchewan Schools.
The 2013 annual report summarizes PHENND's activities and accomplishments over the previous year. PHENND is a consortium of over 30 colleges and universities in the greater Philadelphia area working to build mutually beneficial partnerships between higher education institutions and local communities. Key accomplishments in 2013 included hosting a conference on K-16 partnerships attended by over 100 people and launching a new AmeriCorps VISTA project placing coordinators in schools to support partnership development. Going forward, PHENND will continue working towards the goals in its strategic plan to strengthen its member services and funding.
United Board for Christian Higher Education in Asia reports its activities and accomplishments and their impact with Colleges and University Partners across Asia
Student as producer and open educational resources: enhancing learning throug...Sue Watling
Student as producer and open educational resources: enhancing learning through digital scholarship in Effective Learning in Social Science (ELiSS), 4 (3).2012
Presented at LOEX 2017 with Trudi Jacobson
Librarians and faculty members from three institutions collaborated to adapt a metaliteracy Digital Citizen badge for use with graduate literacy education students. The multi-faceted goal is not only for these students to affirm their roles as digital citizens, but also to actively teach and model such citizenship to their prospective students. This grant-funded project, which adapts content from an existing metaliteracy badging system, incorporates mechanisms to encourage a community of users, and serves as a model for collaborations with faculty across various disciplines.
In this session, project collaborators will briefly introduce metaliteracy (metaliteracy.org), provide an overview of the badging system (metaliteracybadges.org), and discuss the components added for this project, and mechanisms that worked well for collaborating. We are not only concerned with collaboration within the grant team; we also built components that will encourage educators to create open access learning objects for an Educators Corner and an Educators Conference.
Drawing from expertise as co-creators and researchers in initiatives such as the new ACRL Information Literacy Framework and the Connecting Credentials (connectingcredentials.org) and Global Learning Qualifications Frameworks (funded by the Lumina Foundation), we have worked together to create a robust resource that will be available to every SUNY institution, and, ultimately, to interested institutions beyond SUNY. We encourage participants to actively engage in the presentation by contributing ideas for badging opportunities based on your own professional development and curricular goals to an open forum in the Educators Corner.
The Context for Civic Learning and Engagement in Higher Education TodayBonner Foundation
A special presentation by Dr. Dawn Whitehead, Vice President of the Office of Global Citizenship at AAC&U for the 2019 Bonner Fall Directors and Community-Engaged Learning.Meeting.
Provincial Webinar: Digital Citizenship Education in Saskatchewan SchoolsJoanna Sanders
Slides from the webinar that was held on September 30, 2015 about the release of the policy guide, Digital Citizenship Education in Saskatchewan Schools.
The 2013 annual report summarizes PHENND's activities and accomplishments over the previous year. PHENND is a consortium of over 30 colleges and universities in the greater Philadelphia area working to build mutually beneficial partnerships between higher education institutions and local communities. Key accomplishments in 2013 included hosting a conference on K-16 partnerships attended by over 100 people and launching a new AmeriCorps VISTA project placing coordinators in schools to support partnership development. Going forward, PHENND will continue working towards the goals in its strategic plan to strengthen its member services and funding.
United Board for Christian Higher Education in Asia reports its activities and accomplishments and their impact with Colleges and University Partners across Asia
Student as producer and open educational resources: enhancing learning throug...Sue Watling
Student as producer and open educational resources: enhancing learning through digital scholarship in Effective Learning in Social Science (ELiSS), 4 (3).2012
Presented at LOEX 2017 with Trudi Jacobson
Librarians and faculty members from three institutions collaborated to adapt a metaliteracy Digital Citizen badge for use with graduate literacy education students. The multi-faceted goal is not only for these students to affirm their roles as digital citizens, but also to actively teach and model such citizenship to their prospective students. This grant-funded project, which adapts content from an existing metaliteracy badging system, incorporates mechanisms to encourage a community of users, and serves as a model for collaborations with faculty across various disciplines.
In this session, project collaborators will briefly introduce metaliteracy (metaliteracy.org), provide an overview of the badging system (metaliteracybadges.org), and discuss the components added for this project, and mechanisms that worked well for collaborating. We are not only concerned with collaboration within the grant team; we also built components that will encourage educators to create open access learning objects for an Educators Corner and an Educators Conference.
Drawing from expertise as co-creators and researchers in initiatives such as the new ACRL Information Literacy Framework and the Connecting Credentials (connectingcredentials.org) and Global Learning Qualifications Frameworks (funded by the Lumina Foundation), we have worked together to create a robust resource that will be available to every SUNY institution, and, ultimately, to interested institutions beyond SUNY. We encourage participants to actively engage in the presentation by contributing ideas for badging opportunities based on your own professional development and curricular goals to an open forum in the Educators Corner.
This document summarizes Abilene Christian University's online Master of Arts in Christian Ministry (MACM) degree program, which includes students from Ghana, Croatia, and the United States studying together. The program began in 2014 through partnerships with schools in Ghana and Croatia. Students learn about ministry from diverse cultural contexts. The program incorporates principles for effective online multicultural education, such as addressing power dynamics and encouraging participation from all cultures. Community of Inquiry course design supports learning across cultures by emphasizing social, cognitive, and teaching presences.
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE
The document discusses the Digital Youth Network (DYN) program in Chicago that aims to improve education for urban youth. It notes the challenges of educating a growing urban population and high dropout rates. DYN merges in-school and out-of-school learning through new media and peer groups. It utilizes play, scaffolding, and Vygotsky's zone of proximal development to engage students. DYN also provides media literacy education and online learning tools. Evaluation found improved test scores and participation among DYN students.
K-12 and Community Colleges Collaborations on OERUna Daly
Open Educational Resources (OER) can make education more equitable and inclusive at any level of education, but what does effective collaboration between K-12 and Higher Education look like? Hear from a panel of K-12 and community college educators as they share the benefits and challenges of transforming learning with open practices and open content that is adaptable by teachers and students. The topic of why and how faculty can work together across school sectors to support students in their local community will be explored.
When: Wednesday, April 14, 12 pm PDT/3 pm EDT
Panelists:
Amelia Brister, Director of Library and Learning Resources at Louisiana Delta Community College
Emily Frank, Affordable Learning Administrator, LOUIS: The Louisiana Library Network
Teri Gallaway, Executive Director and Associate Commissioner, LOUIS: The Louisiana Library Network
Kristina Ishmael, Sr. Research Fellow, Teaching, Learning, & Tech, New America
Dan McDowell, Director, Learning & Innovation, Grossmont Union High School District
Moderator:
Matthew Bloom, English Faculty, former Faculty-in-Residence OER Coordinator, Scottsdale Community College/Maricopa Community Colleges
CCCOER Presents: Models for Transforming Cassrooms to be Equitable and Antira...Una Daly
Many college faculty and staff have been engaged in making their institutions more accessible, inclusive, and equitable through the adoption of OER and open educational practices. One year ago, the need for this work became even more apparent as educators began to recognize that the structural racism deeply embedded in our society was in fact very evident in higher education as well. We invite you to hear from three college professors and the program staff who supported them in moving from the desire to make their classrooms more equitable and antiracist to taking concrete actions to do so.
Environmental Science Professor Jalal Ghaemghami and Librarian Ted (Totsaporn) Intarabumrung will share their open education work at Roxbury College.
Librarian Jen Klaudinyi, creator of the Oregon Equity and Open Education program, and Biology Professor Michelle Huss will share details of the cohort program and how a Biology course was transformed.
Joy Shoemate, Open for Antiracism Course Facilitator (OFAR) and Business Professor Debra Crumpton will share information about the OFAR program and the transformation of the Introduction to Business Class.
Panelists:
Debra J. Crumpton, Professor, Business & Business Technology, Sacramento City College, CA
Jalal Ghaemghami, Professor, Environmental Science, Roxbury Community College MA
Michelle Huss, Biology Faculty, Portland Community College, OR
Jen Klaudinyi, Faculty Librarian, Portland Community College, OR
Joy Shoemate, Director of Online Learning, College of the Canyons, CA
Moderators:
Ted (Totsaporn) Intarabumrung, Coordinator of Library Services, Roxbury Community College, MA
Una Daly, CCCOER Director, Open Education Global
Open for AntiRacism: The Math Equity ToolkitUna Daly
This webinar will introduce A Pathway to Equitable Math Instruction, a toolkit of resources that were developed by math teachers, coaches, professional development providers, and language development specialists to support teachers in their journey towards anti-racist instruction. Stride 1, Dismantling Racism in Mathematics Instruction, is the focus which provides educators with a framework and a learning cycle to transform traditional approaches to anti-racist practices.
Speakers:
Dani Wadlington, Master Math and West African Dance Teacher, Quetzal Consulting
Rachel Ruffalo, Director of Educator Engagement at Education Trust-West
OIE Project Director's Meeting 2021 - Remote Teaching and Online Learning in ...Michael Barbour
Barbour, M. K. (2021, April). Remote teaching and online learning in an emergency: Understanding pandemic pedagogy [Keynote]. Our History. Our Story. Our Way: Office of Indian Education Project Director’s Meeting.
A SMASHing approach to developing student engagement and empowerment through ...Sue Beckingham
Presented with students from the Department of Computing at Sheffield Hallam University #BETT2020
Our session outlined the students as partners project which considers the potential of special media for learning. The student-led 'Social Media for Academic Studies at Hallam' special interest group re-looks at the affordances digital and social media tools can provide in and out of the classroom; as a means to organise learning; and to showcase learning. Attendees will learn how this partnership has evolved, what the students gained from being involved and have an opportunity to see the resources created by the students (which all have a Creative Commons licence) and how these have been used to critically evaluate social media for learning.
https://www.bettshow.com/bett-seminar-programme-2020
Kean University has joined the New Jersey Community College Completion Challenge (NJC4), a statewide effort led by the New Jersey Council of County Colleges and New Jersey Education Association to increase the number of community college students completing their associate degrees and certificates. During the week of October 19th to 23rd, New Jersey's 19 community colleges will hold events with the theme "Accomplishing Your Dreams" to promote college completion. Kean University and NJEA are providing grants to support these events. The goal is to help more students earn credentials to successfully transfer to four-year schools or enter careers with family-sustaining wages.
The document outlines the members and goals of Pace University's Strategic Planning Committee. The committee is chaired by University President Stephen Friedman and includes representatives from faculty, students, administration, trustees and the Middle States accreditation committee. The strategic plan contains six goals: advance academic programs, build a culture of community, create vibrant campuses, strengthen financial foundation/infrastructure, enhance visibility, and reinforce accountability. Key objectives include recruiting outstanding faculty, developing new academic programs, improving technology, engaging alumni, enhancing facilities, increasing enrollment/revenue, and establishing clear metrics to measure progress.
Open Access Week: College of Du Page KeynoteUna Daly
Open Access Week keynote for In Service Day at College of DuPage in Glen Ellyn, Illinois. Choose Generation Open: Transforming Teaching and Learning with Open Educational Resources with Una Daly, Community College Director at the Open Education Consortium and Kate Hess, Faculty Librarian, at Kirkwood College, Iowa.
The Pandemic and Social Change: Ageism and Intersectional DisparitiesBonner Foundation
A presentation for the University of Pennsylvania Higher Education Leadership Conference in January 2022. This presentation explores the effects of the COVID-19 pandemic on higher education through a lens of ageism, ethnicity, race, gender, and other aspects of social identity and justice. Developed based on research and experience by Carol Kalin (University of Pennsylvania), Jamille Nagtalon-Ramos (Rutgers University) and Ariane Hoy (Bonner Foundation).
Workshop Description from Program: The COVID 19 pandemic has exacerbated longstanding disparities in many aspects of American life—from healthcare to higher education.The presenters in this session were co-authors, along with Susan Klusmeier (C15), of a paper on ageism assigned in Dr. Shaun Harper’s last class on diversity, equity, and inclusion at Penn GSE. Entitled “Consider Gina:A Case of Intersectionality of Age, Gender, and Ethnicity in Higher Education,” the paper focused on the problems younger minoritized professionals encounter as they advance in their careers. A literature review revealed that ageism differs from other aspects of identity in that it can be said to transcend culture. During the pandemic, notably, vaccines and other medical interventions were explicitly rationed based on chronological age. In higher education, statistics reflect steep declines in community college attendance, important to social mobility for lower-income students, while at the other end of the spectrum, returns on the large endowments of elite schools are breaking all previous records.After a summary of the paper and some brief comments on ageism and long-term disability in higher education, we offer an update on social justice work at colleges and universities as well as an overview of the pandemic’s impact on academic medicine.
This document outlines the OECD's framework for assessing global competence in PISA 2018. It discusses the importance of developing students' global competence to thrive in an interconnected world. The framework defines global competence as a multidimensional capacity allowing individuals to understand global issues from different perspectives, interact respectfully with others from diverse backgrounds, and take responsible action on global challenges. It describes how schools can promote global competence through intercultural experiences and helping students see their role in both local and global communities. The document argues that assessing global competence is important to help students live harmoniously in diverse societies, succeed in a changing job market, use digital media responsibly, and support progress on global issues like sustainability.
This document discusses engaging parents in their children's education to improve educational outcomes. It provides prompts for participants to reflect on how their family and community backgrounds have influenced them. Suggestions are made for easy ways to connect parents to higher education opportunities, such as designating contact people at colleges, inviting college representatives to make presentations, and networking with student groups to disseminate information. The importance of parental involvement and informing parents about the value of education beyond high school for college admission and retention is emphasized. Developing collaborative relationships between schools and colleges is recommended to fully engage families in understanding college readiness and the application process.
This document provides information about the Center for School-University Partnerships (CSUP) at Minnesota State University, Mankato for the 2011 spring semester. It discusses how CSUP has expanded partnerships to new school districts and grown connections between education professionals to better support teacher candidates. New initiatives like the AVID partnership and online InfoBrief aim to strengthen collaboration across the professional development school network and transform teacher preparation.
The document discusses Qualcomm's funding of an academic program called the Institute for Innovation and Educational Success. The program focuses on developing 21st century skills in students through course redesign efforts. Faculty fellows participate in development programs to redesign high-enrollment courses incorporating blended learning approaches. Over 45,000 students have been exposed to 21st century skill development through redesigned courses, and the program has served as a model for course redesign initiatives in the CSU system.
On February 25, 2022, representatives from seven colleges and universities in the Bonner Network met for the launch of the Bonner Pathways Project. These institutions share an aspiration to make civic learning and democratic engagement embedded in their institutional fabrics, such that 25% of graduates will have deep, multiyear experiences culminating in community-engaged capstone level work. These experiences have a proven link with student retention, success, learning, well-being, and post-graduate outcomes. This Community of Practice will work over the next several years to reach its goal, developing models for higher education. This project is led by the Bonner Foundation team, including Bobby Hackett, Ariane Hoy, Rachayita Shah, Liz Brandt, Arthur Tartee, and Kristi Cordier.
Presentation to Admissions staff on the Global Citizenship Programbumbaugh
Now that a new general education program has been approved, we begin implementation. This presentation reviews the genesis and rationale of the program, the program structure and content, and the implementation process -- all in terms relevant to prospective students and those who interact with them in the admissions process
Strategic Planning for Community Engagement with Maryville CollegeBonner Foundation
The Bonner Foundation is pleased to support Maryville College in its strategic visioning and planning for community engaged learning at Maryville College (TN). Ariane Hoy and Liz Brandt are working with the Center for Community Engagement.
Renee Hobbs, Julie Coiro and Yonty Friesem talk about digital literacy and their efforts to advance the professional competencies of educators, librarians and media professionals.
In the closing keynote to the Media Education Summit in Prague in 2014, Professor Hobbs shares insights gained from working with educators and researchers in Turkey, Russia, Brazil and Israel who are exploring media literacy pedagogy and practice at the elementary and secondary levels. She
describes and analyzes an example of a global media
literacy project that involved Turkish and American
middle-school students. Professor Hobbs considers
how teacher motivations regarding the use of digital
media interact with structural relationships between
government, school and higher education to produce
differential opportunities for innovation. She identifies the many flavors of digital literacy now circulating in contemporary culture and shows how collaborative global research in media literacy education can help researchers examine and question some fundamental assumptions and
expectations of the field.
This document summarizes Abilene Christian University's online Master of Arts in Christian Ministry (MACM) degree program, which includes students from Ghana, Croatia, and the United States studying together. The program began in 2014 through partnerships with schools in Ghana and Croatia. Students learn about ministry from diverse cultural contexts. The program incorporates principles for effective online multicultural education, such as addressing power dynamics and encouraging participation from all cultures. Community of Inquiry course design supports learning across cultures by emphasizing social, cognitive, and teaching presences.
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE
The document discusses the Digital Youth Network (DYN) program in Chicago that aims to improve education for urban youth. It notes the challenges of educating a growing urban population and high dropout rates. DYN merges in-school and out-of-school learning through new media and peer groups. It utilizes play, scaffolding, and Vygotsky's zone of proximal development to engage students. DYN also provides media literacy education and online learning tools. Evaluation found improved test scores and participation among DYN students.
K-12 and Community Colleges Collaborations on OERUna Daly
Open Educational Resources (OER) can make education more equitable and inclusive at any level of education, but what does effective collaboration between K-12 and Higher Education look like? Hear from a panel of K-12 and community college educators as they share the benefits and challenges of transforming learning with open practices and open content that is adaptable by teachers and students. The topic of why and how faculty can work together across school sectors to support students in their local community will be explored.
When: Wednesday, April 14, 12 pm PDT/3 pm EDT
Panelists:
Amelia Brister, Director of Library and Learning Resources at Louisiana Delta Community College
Emily Frank, Affordable Learning Administrator, LOUIS: The Louisiana Library Network
Teri Gallaway, Executive Director and Associate Commissioner, LOUIS: The Louisiana Library Network
Kristina Ishmael, Sr. Research Fellow, Teaching, Learning, & Tech, New America
Dan McDowell, Director, Learning & Innovation, Grossmont Union High School District
Moderator:
Matthew Bloom, English Faculty, former Faculty-in-Residence OER Coordinator, Scottsdale Community College/Maricopa Community Colleges
CCCOER Presents: Models for Transforming Cassrooms to be Equitable and Antira...Una Daly
Many college faculty and staff have been engaged in making their institutions more accessible, inclusive, and equitable through the adoption of OER and open educational practices. One year ago, the need for this work became even more apparent as educators began to recognize that the structural racism deeply embedded in our society was in fact very evident in higher education as well. We invite you to hear from three college professors and the program staff who supported them in moving from the desire to make their classrooms more equitable and antiracist to taking concrete actions to do so.
Environmental Science Professor Jalal Ghaemghami and Librarian Ted (Totsaporn) Intarabumrung will share their open education work at Roxbury College.
Librarian Jen Klaudinyi, creator of the Oregon Equity and Open Education program, and Biology Professor Michelle Huss will share details of the cohort program and how a Biology course was transformed.
Joy Shoemate, Open for Antiracism Course Facilitator (OFAR) and Business Professor Debra Crumpton will share information about the OFAR program and the transformation of the Introduction to Business Class.
Panelists:
Debra J. Crumpton, Professor, Business & Business Technology, Sacramento City College, CA
Jalal Ghaemghami, Professor, Environmental Science, Roxbury Community College MA
Michelle Huss, Biology Faculty, Portland Community College, OR
Jen Klaudinyi, Faculty Librarian, Portland Community College, OR
Joy Shoemate, Director of Online Learning, College of the Canyons, CA
Moderators:
Ted (Totsaporn) Intarabumrung, Coordinator of Library Services, Roxbury Community College, MA
Una Daly, CCCOER Director, Open Education Global
Open for AntiRacism: The Math Equity ToolkitUna Daly
This webinar will introduce A Pathway to Equitable Math Instruction, a toolkit of resources that were developed by math teachers, coaches, professional development providers, and language development specialists to support teachers in their journey towards anti-racist instruction. Stride 1, Dismantling Racism in Mathematics Instruction, is the focus which provides educators with a framework and a learning cycle to transform traditional approaches to anti-racist practices.
Speakers:
Dani Wadlington, Master Math and West African Dance Teacher, Quetzal Consulting
Rachel Ruffalo, Director of Educator Engagement at Education Trust-West
OIE Project Director's Meeting 2021 - Remote Teaching and Online Learning in ...Michael Barbour
Barbour, M. K. (2021, April). Remote teaching and online learning in an emergency: Understanding pandemic pedagogy [Keynote]. Our History. Our Story. Our Way: Office of Indian Education Project Director’s Meeting.
A SMASHing approach to developing student engagement and empowerment through ...Sue Beckingham
Presented with students from the Department of Computing at Sheffield Hallam University #BETT2020
Our session outlined the students as partners project which considers the potential of special media for learning. The student-led 'Social Media for Academic Studies at Hallam' special interest group re-looks at the affordances digital and social media tools can provide in and out of the classroom; as a means to organise learning; and to showcase learning. Attendees will learn how this partnership has evolved, what the students gained from being involved and have an opportunity to see the resources created by the students (which all have a Creative Commons licence) and how these have been used to critically evaluate social media for learning.
https://www.bettshow.com/bett-seminar-programme-2020
Kean University has joined the New Jersey Community College Completion Challenge (NJC4), a statewide effort led by the New Jersey Council of County Colleges and New Jersey Education Association to increase the number of community college students completing their associate degrees and certificates. During the week of October 19th to 23rd, New Jersey's 19 community colleges will hold events with the theme "Accomplishing Your Dreams" to promote college completion. Kean University and NJEA are providing grants to support these events. The goal is to help more students earn credentials to successfully transfer to four-year schools or enter careers with family-sustaining wages.
The document outlines the members and goals of Pace University's Strategic Planning Committee. The committee is chaired by University President Stephen Friedman and includes representatives from faculty, students, administration, trustees and the Middle States accreditation committee. The strategic plan contains six goals: advance academic programs, build a culture of community, create vibrant campuses, strengthen financial foundation/infrastructure, enhance visibility, and reinforce accountability. Key objectives include recruiting outstanding faculty, developing new academic programs, improving technology, engaging alumni, enhancing facilities, increasing enrollment/revenue, and establishing clear metrics to measure progress.
Open Access Week: College of Du Page KeynoteUna Daly
Open Access Week keynote for In Service Day at College of DuPage in Glen Ellyn, Illinois. Choose Generation Open: Transforming Teaching and Learning with Open Educational Resources with Una Daly, Community College Director at the Open Education Consortium and Kate Hess, Faculty Librarian, at Kirkwood College, Iowa.
The Pandemic and Social Change: Ageism and Intersectional DisparitiesBonner Foundation
A presentation for the University of Pennsylvania Higher Education Leadership Conference in January 2022. This presentation explores the effects of the COVID-19 pandemic on higher education through a lens of ageism, ethnicity, race, gender, and other aspects of social identity and justice. Developed based on research and experience by Carol Kalin (University of Pennsylvania), Jamille Nagtalon-Ramos (Rutgers University) and Ariane Hoy (Bonner Foundation).
Workshop Description from Program: The COVID 19 pandemic has exacerbated longstanding disparities in many aspects of American life—from healthcare to higher education.The presenters in this session were co-authors, along with Susan Klusmeier (C15), of a paper on ageism assigned in Dr. Shaun Harper’s last class on diversity, equity, and inclusion at Penn GSE. Entitled “Consider Gina:A Case of Intersectionality of Age, Gender, and Ethnicity in Higher Education,” the paper focused on the problems younger minoritized professionals encounter as they advance in their careers. A literature review revealed that ageism differs from other aspects of identity in that it can be said to transcend culture. During the pandemic, notably, vaccines and other medical interventions were explicitly rationed based on chronological age. In higher education, statistics reflect steep declines in community college attendance, important to social mobility for lower-income students, while at the other end of the spectrum, returns on the large endowments of elite schools are breaking all previous records.After a summary of the paper and some brief comments on ageism and long-term disability in higher education, we offer an update on social justice work at colleges and universities as well as an overview of the pandemic’s impact on academic medicine.
This document outlines the OECD's framework for assessing global competence in PISA 2018. It discusses the importance of developing students' global competence to thrive in an interconnected world. The framework defines global competence as a multidimensional capacity allowing individuals to understand global issues from different perspectives, interact respectfully with others from diverse backgrounds, and take responsible action on global challenges. It describes how schools can promote global competence through intercultural experiences and helping students see their role in both local and global communities. The document argues that assessing global competence is important to help students live harmoniously in diverse societies, succeed in a changing job market, use digital media responsibly, and support progress on global issues like sustainability.
This document discusses engaging parents in their children's education to improve educational outcomes. It provides prompts for participants to reflect on how their family and community backgrounds have influenced them. Suggestions are made for easy ways to connect parents to higher education opportunities, such as designating contact people at colleges, inviting college representatives to make presentations, and networking with student groups to disseminate information. The importance of parental involvement and informing parents about the value of education beyond high school for college admission and retention is emphasized. Developing collaborative relationships between schools and colleges is recommended to fully engage families in understanding college readiness and the application process.
This document provides information about the Center for School-University Partnerships (CSUP) at Minnesota State University, Mankato for the 2011 spring semester. It discusses how CSUP has expanded partnerships to new school districts and grown connections between education professionals to better support teacher candidates. New initiatives like the AVID partnership and online InfoBrief aim to strengthen collaboration across the professional development school network and transform teacher preparation.
The document discusses Qualcomm's funding of an academic program called the Institute for Innovation and Educational Success. The program focuses on developing 21st century skills in students through course redesign efforts. Faculty fellows participate in development programs to redesign high-enrollment courses incorporating blended learning approaches. Over 45,000 students have been exposed to 21st century skill development through redesigned courses, and the program has served as a model for course redesign initiatives in the CSU system.
On February 25, 2022, representatives from seven colleges and universities in the Bonner Network met for the launch of the Bonner Pathways Project. These institutions share an aspiration to make civic learning and democratic engagement embedded in their institutional fabrics, such that 25% of graduates will have deep, multiyear experiences culminating in community-engaged capstone level work. These experiences have a proven link with student retention, success, learning, well-being, and post-graduate outcomes. This Community of Practice will work over the next several years to reach its goal, developing models for higher education. This project is led by the Bonner Foundation team, including Bobby Hackett, Ariane Hoy, Rachayita Shah, Liz Brandt, Arthur Tartee, and Kristi Cordier.
Presentation to Admissions staff on the Global Citizenship Programbumbaugh
Now that a new general education program has been approved, we begin implementation. This presentation reviews the genesis and rationale of the program, the program structure and content, and the implementation process -- all in terms relevant to prospective students and those who interact with them in the admissions process
Strategic Planning for Community Engagement with Maryville CollegeBonner Foundation
The Bonner Foundation is pleased to support Maryville College in its strategic visioning and planning for community engaged learning at Maryville College (TN). Ariane Hoy and Liz Brandt are working with the Center for Community Engagement.
Renee Hobbs, Julie Coiro and Yonty Friesem talk about digital literacy and their efforts to advance the professional competencies of educators, librarians and media professionals.
In the closing keynote to the Media Education Summit in Prague in 2014, Professor Hobbs shares insights gained from working with educators and researchers in Turkey, Russia, Brazil and Israel who are exploring media literacy pedagogy and practice at the elementary and secondary levels. She
describes and analyzes an example of a global media
literacy project that involved Turkish and American
middle-school students. Professor Hobbs considers
how teacher motivations regarding the use of digital
media interact with structural relationships between
government, school and higher education to produce
differential opportunities for innovation. She identifies the many flavors of digital literacy now circulating in contemporary culture and shows how collaborative global research in media literacy education can help researchers examine and question some fundamental assumptions and
expectations of the field.
URI Harrington School Executive Advisory Board MeetingRenee Hobbs
The document outlines a strategic plan to transform the Harrington School of Communication and Media into a school of regional and national distinction within 5-10 years. It identifies 5 essential elements of top schools and assesses Harrington School's opportunities and challenges. The plan focuses on cutting-edge curriculum, nationally recognized faculty research, engaging instruction, top students, and state-of-the-art facilities. Key strategies include interdisciplinary programs, experiential learning, faculty development, industry partnerships, and new facilities. The goal is to rank in the top 5 schools in the Northeast and top 10 public schools on the East Coast.
Trend Watch: Digital Media and Student RetentionAliciaVirtue
Presentation identifies 8 trends in digital media that can be applied to the learning process and formal education pedagogy.
Also identified are 5 factors that positively impact student retention.
Examples of applications that use digital technologies to bolster positive retention factors are presented.
When Literacy Goes Digital: Meeting the Needs of All Learners with Digital an...Renee Hobbs
Renee Hobbs address the Baylor University commnunity as part of the Baylor University School of Education Distinguised Lecture Series. October 18, 2012.
URI Harrington School of Communication and Media Faculty Meeting, Sept 2013Renee Hobbs
Learn about the strategic goals for 2013 - 2014 and how faculty, students, alums and friends of URI are contributing to build a school of regional, national and global distinction
Younger Learners Get Digital and Media LiteracyRenee Hobbs
Renee Hobbs shares how digital and media literacy can be implemented with children in the elementary grades. Presentation to the Indiana State Reading Association, September 23, 2012.
The Future of Digital and Media Literacy EducationRenee Hobbs
Professor Renee Hobbs returns to the Harvard Graduate School of Education, her alma mater, to speak about digital and media literacy education for the HGSE Language and Literacy and Technology in Education students. She defines digital literacy and shows examples from K-12 and informal learning. Hobbs explains why reflection on teacher motivations is a transformative practice for educator professional development.
01 noc dit strategy on student engagement 2012-15 for library meeting tcd,...CONUL Teaching & Learning
This document discusses student engagement at the Dublin Institute of Technology (DIT). It defines student engagement as the time and effort students devote to educationally purposeful activities, and the efforts of institutions to use effective educational practices. The document outlines DIT's student engagement strategy, which aims to enhance student experience, success, and completion rates through creating academic and social connections within DIT and with external partners. It discusses current engagement initiatives at DIT like Students Learning With Communities, Get Smart, and Volunteering. The implementation plan for the student engagement strategy involves integrating it into DIT policy and mainstream practice over the next year.
Researching Students’ Information Choices (RSIC): Determining Identity and Ju...Lynn Connaway
Connaway, Lynn Silipigni. 2020. “Researching Students’ Information Choices (RSIC): Determining Identity and Judging Credibility in Digital Spaces.” Presented at VALA, February 11, 2020, Melbourne, Australia.
Social Media used as part of Co-Created Undergraduate LearningTom Davidson
The project is now in its third year of supporting the development of a new BSc in Business Management degree at the University of Southampton. It aims to enhance the curriculum and learning experience for first and second year students through co-created and technology-enabled approaches. This includes using social media and a variety of digital tools to build a learning community, deliver blended modules, and provide pre-sessional activities. The co-creation team now includes 20 students and 4 staff members. Feedback from students has been positive about increased engagement, but challenges remain around logistics, governance, and external reception of the innovative teaching methods. Going forward, the project aims to further increase digital literacy and social media integration into the degree program.
Everything You Always Wanted to Know about the Media Education LabRenee Hobbs
The document summarizes the work of the Media Education Lab at the University of Rhode Island, which conducts research and community outreach related to digital and media literacy education. The lab provides resources like curriculum standards, teacher training, and sample academic courses. It hosts an annual conference called digiURI and offers webinars, book discussions, and websites on topics like media literacy, film education, and critical analysis skills. The goal is to build bridges between classrooms, homes, and the public sphere through collaborative learning around digital literacy.
The document discusses a project at the University of the West of Scotland (UWS) to improve student engagement with information literacy. The project aims to (1) create an informative video about the library produced by students for students, (2) provide students an opportunity to develop professional skills while teaching information literacy to others, and (3) enhance the visibility of the library within the student community. The project is expected to increase information literacy, student attainment and retention, and use of library resources through a collaborative, non-hierarchical approach.
The document discusses the International Studies Schools Network (ISSN), a network of small secondary schools located in urban school districts serving low-income and minority students. The ISSN aims to put a global focus into education through its model, which includes a shared vision of 21st century learning, a globally-focused curriculum, engaging instruction, and opportunities for students and staff to learn and lead. The goal is for ISSN graduates to be ready for college, have global knowledge, skills for a global environment, and a connection to the world.
Digital Natives: How to Engage the 21st Centuryaccording2kat
This is the PowerPoint to a presentation I gave at the Ohio Association for Health, Physical Education, Recreation and Dance (OAHPERD)'s 84th Annual Convention. It includes current terms of digital technology and how to integrate new and relevant technology avenues into health and physical education classrooms. Such avenues include but are not limited to social media, podcasts, blogs, and more!
The Library of the Future: Embedding Sustainability into Strategic Planningldore1
This paper will discuss how the development of a new, ambitious ‘UCD Library Strategic Plan 2021-2025: The Library of the Future’ was carried out in a way that embeds future sustainability in all our services and facilities.
The starting point for the library’s strategic plan was UCD’s Strategy 2020-2024: ‘Rising to the Future’ which articulates a vision of a university with ambitions to grow its student population while also placing sustainability at its core, striving to ‘create a sustainable global society’. This placed an initial emphasis on developing a Library strategy that was future focused and centered on sustainability; economically, environmentally and socially.
Alongside this, development of the library’s strategy occurred during a time of significant challenges. These were multifactorial and included a shift in institutional priorities following the pandemic, and an unprecedented level of change in library and university leadership. This paper will outline how addressing these challenges further highlighted the need to embed a sustainable approach to delivering our new strategy.
This presentation will provide insight into how this strategic plan was developed with a focus on the library’s role in advancing a sustainable university. Furthermore, it will outline how sustainability was not viewed as a standalone strategic goal but, was fully embedded into each pillar laid out in the new strategy. This enabled us to consider sustainability in several different ways:
-The environmental impact of library spaces and services
-Management of library collections in the context of open research and global scholarship
-How we can support the development of critical literacies in our students and staff
-Enabling the capacity of library staff to support new and emerging roles and services
This paper will conclude by reflecting on how embedding sustainability into strategic planning can enable flexibility and adaptability when faced with unprecedented and significant challenges and change.
The document summarizes a presentation given by Hugh Davis on how the web has changed teaching and learning. Some key points made include:
- The web has evolved from a read-only platform to a read-write platform with user-generated content and social aspects.
- Teaching has moved from traditional lectures to incorporating more online content and active learning approaches. Learning has become more self-directed with personal learning networks and environments.
- MOOCs are discussed as a current development that could impact higher education through increasing access but also generating data to improve adaptive learning. However, their effect on traditional universities is debated.
- Overall, the web and digital technologies are argued to be changing what and how students learn to prepare
This document provides a summary of Lucy Gray's keynote presentation on modernizing education at the Interlochen Arts Academy on April 2, 2012. The presentation discusses the state of teaching and learning in the 21st century, highlighting trends like increased use of social media, the importance of developing 21st century skills in students, and the need for personalized and globally connected learning. Recommendations are made around leveraging mobile technologies, incorporating web tools into instruction, and expanding digital resources to make learning more experiential. Examples of innovative schools adopting these approaches are also provided.
Similar to Harrington School GSLIS Faculty Meeting, Spring 2013 (20)
Workshop: Media Literacy Instructional Practices for Every TeacherRenee Hobbs
How can media literacy education help address important community needs? Review 16 media literacy instructional practices that are foundational to students in primary and secondary education and learn about research on the specific characteristics of quality MIL education. Then work in a small group under deadline pressure to plan how you could implement one or more instructional practices to address a timely and relevant community issue, using a creative design process to imagine educational futures.
Courageous RI: A Whole-of-Society Approach to Violence PreventionRenee Hobbs
The document discusses a whole-of-society approach to violence prevention through media literacy, active listening, compassion, and community engagement. It argues that media and technology amplify hate while dialogue programs increase intellectual humility and reduce defensiveness. Training in active listening helps apply media literacy knowledge to understand different perspectives. Courageous conversations that find common ground also help prevent violence. Research shows dialogue programs improve skills like active listening, media literacy, and intellectual humility.
Media Literacy, Artificial Intelligence and American ValuesRenee Hobbs
Delivered at the Holland Symposium at Angelo State University, February 15, 2024.
Digital tools are used to create a tsunami of entertainment, information, and persuasion that floods into our daily lives because media messages influence knowledge, attitudes, beliefs and behaviors. Some people are overwhelmed and others are exhilarated by the rise of generative AI, which is quickly becoming normative for both creators and consumers alike. At the same time, mistrust and distrust are rising because it’s so easy to use digital media tools to activate strong emotions, simplify information, and attack opponents. Thanks to algorithmic personalization, new forms of propaganda are being created and shared on social media. Tailored to our deepest hopes, fears, and dreams, these messages can, at times, seem irresistible.
But the practice of media literacy education offers a humanistic response to the changing nature of knowledge caused by the rise of big data and its reshaping of the arts, business, the sciences, education, and the humanities. Learn how educators can help learners to ask critical questions that enable people to recognize the subtle forms of manipulation embedded in all forms of symbolic expression. Gain an understanding of the business models and technological affordances of AI, machine learning, and big data in order to distinguish between harmful and beneficial AI tools, texts, and technologies. Learn why creative and critical thinking, when it is combined with intellectual humility and empathy, help people develop the identity of a lifelong learner. When media literacy is embedded in education at all levels, people can find common ground, restore trust, and deepen respect for the shared human values of care and compassion.
BIOGRAPHY
Renee Hobbs is one of the world’s leading experts on media literacy education. She is Founder of the Media Education Lab, a global online community. Hobbs’s book, Mind Over Media: Propaganda Education for a Digital Age won the 2021 Prose Award for Excellence in Social Sciences from the American Association of Publishers. She began her career by offering the first teacher education program in media literacy education at Harvard Graduate School of Education. She has since inspired a generation of students, teachers, and citizens on four continents who have helped develop a global media literacy movement. As a full professor at the University of Rhode Island, Hobbs has published 12 books and more than 200 scholarly and professional articles. Her engaging talks clearly demonstrate how media literacy can be implemented in home, school, workplace, and community settings. Audiences enjoy Hobbs’ passion and energy and the skillful way she engages people from all walks of life in ways that activate critical thinking about contemporary popular culture and media messages, especially the new types of persuasive genres on social media that may escape people’s scrutiny.
Media Education in the Era of Algorithmic Personalization: Facing Polarizati...Renee Hobbs
Keynote address at the INTERNATIONAL CONFERENCE AND TRAINNING
ON DIGITAL AND MEDIA EDUCATION
PRELIMINARY PROGRAM
Cluj-Napoca, Romania, October 25-28, 2023
This document discusses digital media literacy pedagogies. It notes that educators incorporate these approaches for various reasons such as engaging and motivating learners, activating critical thinking, and building students' confidence as authors. The create to learn process involves 5 steps: access, analyze, create, reflect, and take action. Instructors support learning through offering a mix of creative freedom and control. When students shift from passive learning to creating media, they increase engagement and motivation. The document asks questions to prompt reflection on incorporating these approaches in one's own teaching.
Media Literacy Education in a Global SocietyRenee Hobbs
What We’re Learning and What We Still Need to Know
By Renee Hobbs
Media literacy education has greatly increased in visibility as increasing political polarization continues to threaten democratic societies. Around the world, tech companies invest in media literacy education, hoping that it will stave off regulation of their digital platforms. Journalists and politicians hope media literacy education will increase the public’s appetite for quality journalism to improve civic education. Parents expect that media literacy will help protect their children against the harms and risks of growing up with social media. And educators at all levels are beginning to recognize that the 4 C’s of media literacy (critical thinking, creativity, collaboration, and communication skills) are increasingly central to an emerging conceptualization of a “new liberal arts” education. Which of these themes and areas of emphasis are privileged as media literacy education is implemented around the world? What are the most urgent needs still to be addressed? How can the many stakeholders for media literacy better coordinate their efforts to accelerate implementation?
Learn more: www.mediaeducationlab.com
Improving Reading Comprehension by Using Media Literacy Activities
By Renee Hobbs
Some literacy educators still hold to the idea that audiovisual media and digital technologies are the enemies of print culture, but a growing number of educators are exploring the synergistic relationship between different forms of reading that occur when the concept of text is expanded to include images, graphic design, multimodality, moving image media, and online content. At home, parents cultivate children's understanding of story structure by engaging in activities that involve children's re-telling of books, cartoons, games, and short films. They pause children's videos to ask questions, comment on action and predict what will happen next. Such practices cultivate viewing as a cognitively active process, a concept that was first articulated in the 1970s but continues to be more deeply appreciated with the rise of YouTube culture, where the distinction between authors and audiences is diminished. During the elementary grades, teachers use media literacy competencies when reading children's picturebooks, calling attention to when the words of a story and the image of the story conflict or deliver different messages. Active "reading" of picture books is a practice that foregrounds the meaning-making process and elevates reading comprehension beyond mere decoding. When educators reframe their work with youth as less about passing high-stakes tests and more about learning to navigate the multiple literacy contexts in which they live, learn, and work, students' motivation for reading increases. For this reason, literacy specialists are exploring links between disciplinary literacy, inquiry, and media literacy. Media literacy instructional practices honor students' popular culture and lived experience, and offer opportunities for students to bring their affect, emotion, imagination, and social interaction into reading practices that examine and challenge cultural conventions like materialism and consumerism that are reproduced in media culture on a daily basis.
Educators are themselves citizens who express and share political views as part of their personal identity. They may care deeply about issues including climate change, immigration/migration, growing economic inequality, health and wellness, racism, sexism and other forms of discrimination, or other topics of concern. But in the classroom, some educators do not feel confident or comfortable exploring controversial issues with students, while others make clear their particular positions on political issues without necessarily reflecting on the inequality in power relationships that may silence their
students. The practice of critical media analysis and reflection help teachers navigate both the opportunities and the challenges of exploring contemporary controversies in the
classroom. Teachers benefit greatly from safe and structured opportunities to talk about the ethical and moral implications of their decisions to address or ignore controversial issues in the classroom.
Media Lteracy in Action Chapter 4 finalRenee Hobbs
The chapter discusses how competition in the news industry has impacted American society in unexpected ways. It introduces the concept of "news avoiders" who get information from social media rather than news sources. It also covers news values like human interest, conflict and timeliness that influence which stories are covered. The chapter examines techniques like framing that journalists use to make stories more appealing and how this can influence audience beliefs. It analyzes different forms and sources of news today from legacy media to born digital publications to citizen journalism.
1) The document defines media literacy as the set of knowledge, skills, and habits required to fully participate in contemporary media-saturated society.
2) It discusses media literacy as a lifelong learning process that involves inquiry, viewing/listening skills, credibility analysis, collaboration, and other competencies.
3) The importance of media literacy is explained as an expanded form of literacy, a way to protect from harmful media, to advance citizenship, and critique institutional power.
Digital Authorship and the Practice of Media Literacy Renee Hobbs
This document discusses digital authorship and media literacy education. It notes that digital authorship is a form of social power and involves creative collaboration, experimentation, and risk-taking. Critical thinking about message form, content and context helps people become better creators and consumers of digital media messages. The key ideas are summarized as digital authorship being a creative, collaborative process that involves taking risks, and thinking critically about messages makes for better understanding and creation of digital content.
Create to Learn: Advancing Collaboration and CreativityRenee Hobbs
Academic librarians, technologists, and higher education faculty have been actively experimenting with new forms of digital learning during the global pandemic. In the process, they have discovered some valuable strategies and practices that will continue to fuel innovation in teaching, learning, and scholarship for years to come. In this session, we’ll discuss why it’s more important than ever before to have complicated conversations about all the literacies - information, media, news, digital, critical, and those that are yet to be named. How do these competencies get integrated into all programs and courses across the liberal arts and sciences? In this session, we’ll take time to experiment, working in small groups, using create-to-learn pedagogies that can provoke intellectual curiosity by combining play and learning. Then, we’ll reflect on how creative collaboration can offer a liberating way to open up spaces of possibility and adaptation for the stakeholders in our own institutions and communities.
Renee Hobbs is an expert in digital and media literacy education and she is the author of Mind Over Media: Propaganda Education for a Digital Age, which was awarded the 2021 PROSE Award for Excellence in Social Sciences from the Association of American Publishers. As professor of communication studies and director of the Media Education Lab, she co-directs the Graduate Certificate in Digital Literacy at the University of Rhode Island. She has published 12 books and over 150 scholarly and professional articles and developed multimedia learning resources for elementary, secondary and college teachers.
Webinar digitale geletterdheid, de lerarenopleiding en de leraar van de toekomstRenee Hobbs
Digitale geletterdheid in het curriculum: Hoe digitaal geletterd moet de #leraar van de toekomst zijn? En wat vraagt dat van de #lerarenopleidingen? In dit #webinar gaat hoogleraar communicatiewetenschappen @reneehobbs hierop in. Bent u erbij? https://lnkd.in/dANk6Cy
Propaganda vs. Democracy in a Digital AgeRenee Hobbs
Renee Hobbs shows how digital learning that addresses the needs of educators can have transformative impact in addressing the needs of learners growing up in a world full of propaganda and disinformation.
Renee Hobbs gave a presentation on digital authorship and media literacy. She discussed how librarians can support students' creative media production skills and critical analysis abilities. Hobbs covered different digital authorship tools and explained key concepts around copyright and fair use. She emphasized how digital authorship can empower learners and promote skills like creativity, collaboration, and civic participation.
Create to Learn: Digital Media Literacy in Bulgaria 2020Renee Hobbs
Digital and media literacy requires technical, cognitive, social, emotional and civic competencies. Educators and students become co-learners through creating digital media, which involves balancing creative freedom with control. Digital authorship is a process involving choice, courage, risk-taking and vulnerability that activates intellectual curiosity and supports lifelong learning.
Is Ripping for Fair Use Still Important? Considering DMCA 1201 in 2020 and B...Renee Hobbs
This document discusses a presentation about ripping media for fair use and the Digital Millennium Copyright Act (DMCA). The presentation covers:
1. The principles of the DMCA and its Section 1201 that makes circumventing copyright protections illegal.
2. How the DMCA exemption process has allowed some ripping/circumventing for purposes like criticism, commentary, and education over its 22 years.
3. Whether legal ripping is still necessary given streaming services, and if screen capturing should be celebrated or feared in supporting fair use.
The document outlines the presentation goals and sections on the DMCA, exemption results since 2006, and challenges around screen capturing. It also includes discussion questions and
Council of Europe Digital Citizenship Days, November 3, 2020Renee Hobbs
Renee Hobbs explains why the coronavirus crisis created an opportunity for teacher empowerment, as they discovered the importance of feeling safe online, empathic listening, guided and open inquiry, and enhanced care and responsibility towards others. Learn more: www.mediaeducationlab.com
Crisis Creates Opportunity: How the Covid Pandemic Advanced Digital Media Lit...Renee Hobbs
The document discusses how the COVID-19 pandemic created opportunities to advance digital media literacy in schools. It describes a program that provided daily online sessions for teachers over 5 months. The program helped teachers build skills in areas like developing trust online, promoting productive dialogue, modeling media literacy practices, and feeling interconnected while caring for one another. An evaluation found teachers were more likely to adopt strategies modeled in the program and students experienced benefits like improved online skills and well-being.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Harrington School GSLIS Faculty Meeting, Spring 2013
1. Graduate Program in Library and Information Studies
Harrington School of Communication and Media
University of Rhode Island
Saturday, April 26, 2013
#URIGSLIS
#library
2. Objectives
1. Share the vision of the Harrington School of Communication
and Media
2. Describe the progress we have made with GSLIS curriculum
renewal
3. Generate new ideas for GSLIS program development
4. Imagine the future of the GSLIS program
5. Develop concrete and practical steps to advance GSLIS
curriculum renewal process
5. Challenging You to
Think, Create & Communicate
Working together, we use the power
of information and communication to
make a difference in the world.
6. • Engaged faculty offer small classes and personalized attention
• Faculty are motivated to collaborate and see personal benefits
to raising the reputation of the school
• Students are optimistic about the future and feel loyal to URI
• Cost of tuition makes URI a good value
• Core courses build traditional skills of expression, relationship
development, and advocacy
• Opportunities for program flexibility are embedded in the
existing infrastructure
• Faculty, alumni and friends of the School are well-placed
regionally and nationally and many have the time, talent and
treasure to assist in building the the future of the school
The Current Situation
7. • Faculty feel overwhelmed by the rapidly changing cultural,
technological and business environment
• Concern about an unpredictable future as many fields are
transforming
• Historic tension between disciplines and between the creative
arts, technological and social science branches of the field
• Widespread perceptions of some programs as not rigorous or
not relevant to contemporary 21st century realities
• Rigid university bureaucracy and outdated business practices
and systems
• Technology infrastructure, facilities and learning spaces are
outdated
• Some faculty lack relevant expertise to prepare students for
communication and media fields
• Some current graduates lack core competencies and
knowledge required for career success
The Challenges
8. Our Vision
The Harrington School of Communication and Media prepares
graduates who are effective thinkers, creators, collaborators and
communicators, well-prepared for citizenship, careers, and life in a
rapidly changing global economy.
MISSION
Working together, we use the power of information and
communication to make a difference in the world.
Accelerate
Curriculum Reform
Interdisciplinary
Clusters Advance
Research & Teaching
Get Street Smart
Make Real-World
Learning
an Integral Part of
the School
Attract the Best
Become a
First-Choice
Destination for
Students & Faculty
1 2 3
9. Interdisciplinary Clusters
Digital Media
We use the power of communication to explore new forms of
expression and communication, helping people develop the full range of
competencies required to participate and succeed in a digital age.
Communicating Science
We use the power of communication to support the creation of
environmentally sustainable communities, translating science in ways that
enable public participation, collaboration and conflict resolution through
environmental campaigns, social marketing, rhetoric and discourse.
Collaboration, Leadership and Advocacy
We use the power of communication as a form of civic action,
working with local and global communities to address issues of equity and
social justice, using leadership, creativity, collaboration and critical thinking to
help improve the quality of life for people across the region and around the
globe.
10. Communicating Science
NOV 1: Event: New Research in
Science Communication
OCTOBER 18: Event: Teaching
Science Communication Roundtable
APRIL 13: From Ocean Tales to Tick
Encounters: Communicating Science
to Non-Experts
MARCH – AUGUST: Social Media
SWAT Team supports Tick Encounter
Resource Center (TERC)
11. Digital Media
SEPT 7: E-Portfolios and Media Literacy
SEPT 28: Launch of THE HUB
OCT 17: Teaching with the iPad
OCT 22: Give Me Five Teacher Lab
NOV 5: Using Screencasts in Education
NOV 14 & DEC 11: Digital Literacy
Hangouts with ALA
NOV 14: Information Literacy 2.0
FEB 20: Digital Engagement Workshop
FEB 21: Analyze Honey Boo Boo
MARCH 26: Open Access Seminar
12. Collaboration, Leadership and Advocacy
OCT 21: Support Breast Cancer Walk
OCT 31: Gallery of Global Photography
NOV 5: PR Summit: Crisis Communication
SEPT 20: Expert Panel on Public Relations
MARCH 23: Student ALA Conference
APRIL 18: Ground Truth: Reporting in
Afghanistan
APRIL 24: Baby Shower to Support the
Johnnycake Center in Wakefield
MAY 1: Media and Civic Engagement
Showcase
13. 100% of Students
Get Real-World Experience
…On Campus
…In the Community
…Around the Globe
Cultivate Student Leadership: Harrington Rangers and
Student ALA
THE HUB: Just-in-Time Digital Learning
Urban Immersion Program in Providence
Summer Institute in Digital Literacy
Field-Based Learning Integrated into Curriculum
A Robust and Independent Student Media Network
Make Real-World
Learning
an Integral Part of
the School
Real-World Learning
2
14. Develop Selective Admission Programs
Offer a Variety of Certificate Programs
Camp Harrington: Faculty Continuously
Improve the Curriculum & Increase
Interdisciplinary Connections
Develop Blended, Low Residency and
Online Graduate Programs
First-Choice Destination
We offer a quality program with
relevance and flexibility
Attract the Best
Become a
First-Choice
Destination for
Students & Faculty
3
15. Our Vision
The Harrington School of Communication and Media prepares
graduates who are effective thinkers, creators, collaborators and
communicators, well-prepared for citizenship, careers, and life in a
rapidly changing global economy.
MISSION
Working together, we use the power of information and
communication to make a difference in the world.
Accelerate
Curriculum Reform
Interdisciplinary
Clusters Advance
Research & Teaching
Get Street Smart
Make Real-World
Learning
an Integral Part of
the School
Attract the Best
Become a
First-Choice
Destination for
Students & Faculty
1 2 3
16. University of Rhode Island
Harrington School of Communication & Media
Graduate Program in Library and Information Studies
FULL-TIME TENURE
STREAM FACULTY
ALUMS AND FRIENDS
OF GSLIS
PER-COURSE
INSTRUCTORS
Supporting & Challenging CURRENT
& FUTURE STUDENTS
WHY CURRICULUM RENEWAL IS NECESSARY
17. University of Rhode Island
Harrington School of Communication & Media
Graduate Program in Library and Information Studies
WHY CURRICULUM RENEWAL IS NECESSARY
18. University of Rhode Island
Harrington School of Communication & Media
Graduate Program in Library and Information Studies
HOW TO DO IT?
22. University of Rhode Island
Harrington School of Communication & Media
Graduate Program in Library and Information Studies
Theory
Skills
Application
IDENTIFY WHAT’S ESSENTIAL
23. University of Rhode Island
Harrington School of Communication & Media
Graduate Program in Library and Information Studies
CORE COURSES
1. Document, Assess, & Evaluate
2. Search & Inquire: Users & their Needs
3. Lead, Connect & Manage
4. Organize, Retrieve & Access
5. Apply and Reflect
Theory
Skills
Application
A SKETCH OF FIVE NEW CORE COURSES
24. LEADERSHIP, ADVOCACY & COMMUNITY SERVICE
University of Rhode Island
Harrington School of Communication & Media
Graduate Program in Library and Information Studies
CORE COURSES
25. University of Rhode Island
Harrington School of Communication & Media
Graduate Program in Library and Information Studies
CORE COURSES
LEADERSHIP, ADVOCACY & COMMUNITY SERVICE
Certificate Track
26. University of Rhode Island
Harrington School of Communication & Media
Graduate Program in Library and Information Studies
CORE COURSES
LEADERSHIP, ADVOCACY & COMMUNITY SERVICE
Certificate Track
27. LIBRARIES IN
K- 16 EDUCATION
University of Rhode Island
Harrington School of Communication & Media
Graduate Program in Library and Information Studies
CORE COURSES
LEADERSHIP, ADVOCACY & COMMUNITY SERVICE
28. LIBRARIES IN
K- 16 EDUCATION
University of Rhode Island
Harrington School of Communication & Media
Graduate Program in Library and Information Studies
CORE COURSES
LEADERSHIP, ADVOCACY & COMMUNITY SERVICE
Certificate Track
29. LEADERSHIP, ADVOCACY & COMMUNITY SERVICE
DIGITAL MEDIA
University of Rhode Island
Harrington School of Communication & Media
Graduate Program in Library and Information Studies
CORE COURSES
LIBRARIES IN
K- 16 EDUCATION
30. LEADERSHIP, ADVOCACY & COMMUNITY SERVICE
DIGITAL MEDIA
University of Rhode Island
Harrington School of Communication & Media
Graduate Program in Library and Information Studies
CORE COURSES
LIBRARIES IN
K- 16 EDUCATION
Certificate Track
31. LEADERSHIP, ADVOCACY & COMMUNITY SERVICE
DIGITAL MEDIA
University of Rhode Island
Harrington School of Communication & Media
Graduate Program in Library and Information Studies
CORE COURSES
LIBRARIES IN
K- 16 EDUCATION
Certificate Track
AIMING FOR EXCELLENCE
Certificate Track
Certificate Track
32. LEADERSHIP, ADVOCACY & COMMUNITY SERVICE
DIGITAL MEDIA
University of Rhode Island
Harrington School of Communication & Media
Graduate Program in Library and Information Studies
WHAT WILL WE BE KNOWN FOR?
Preparing information professionals and librarians as community leaders
who use the power of information and communication to make a difference in the world
CORE COURSES
LIBRARIES IN
K- 16 EDUCATION
34. We Need Your Help
Working in a small group:
Organize the existing courses into 5 groups
1. Essential core courses
2. Courses that develop leadership, advocacy &
community service
3. Courses that develop competencies for
librarianship in K – 16 education
4. Courses that develop digital media knowledge
and skills
5. Other courses
35. We Need Your Help
Working in a small group:
Brainstorm 3 – 5 great ideas for new courses
1. Give the course a title and describe key
elements:
Theory
Skills
Real-world application
2. Provide a rationale for why the course is
needed or valuable to students
36. University of Rhode Island
Harrington School of Communication & Media
Graduate Program in Library and Information Studies
FULL-TIME TENURE
STREAM FACULTY
ALUMS AND FRIENDS
OF GSLIS
PER-COURSE
INSTRUCTORS
CURRENT AND
FUTURE STUDENTS
37. Our Vision
The Harrington School of Communication and Media prepares
graduates who are effective thinkers, creators, collaborators and
communicators, well-prepared for citizenship, careers, and life in a
rapidly changing global economy.
MISSION
Working together, we use the power of information and
communication to make a difference in the world.
Accelerate
Curriculum Reform
Interdisciplinary
Clusters Advance
Research & Teaching
Get Street Smart
Make Real-World
Learning
an Integral Part of
the School
Attract the Best
Become a
First-Choice
Destination for
Students & Faculty
1 2 3
38. HOW WILL WE IMPROVE?
Expect More
Share, Learn and Play
Curriculum renewal and program
development
More
reading, writing, speaking, listening, thinki
ng & collaborating
More digital and technology assignments
& activities
Increase student leadership
Build relationships with alums and
community leaders
Informal social interaction deepens
relationships across departments and
programs
Interdisciplinary clusters talk, plan & take
action
39. SEPTEMBER
Creating Innovators
By Tony Wagner
OCTOBER
The End of Growth
By Richard Heinberg
NOVEMBER
Flatland
By Edwin Abbott
FEBRUARY 2013
Heart, Smart, Guts & Luck
By Anthony Tjian,
Dick Harrington, Tony Hsien
MARCH 2013
The Public and its Problems
By John Dewey
Harrington School Book Club
WED MAY 1 1 - 2:30 p.m. URI Kingston Campus, Davis Hall 101
Present Shock by Doug Rushkoff
40. Summer Institute
in Digital Literacy
July 14 – 19, 2013
URI-CCE Campus, Providence RI
KEYNOTE ADDRESS
Doug Rushkoff of Codacademy.com,
author of Present Shock and Program or
Be Programmed
GRADUATE CREDIT IS AVAILABLE
FACULTY LEADERS
Julie Coiro & Renee Hobbs