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Purpose: This study used the design process (analysis, development, and evaluation) to understand and refine the process, dimensions, and outcomes of a multi-year, whole-institution approach to social justice education for preservice teachers (PSTs) at one institution. The authors used shared governance to establish a cross-disciplinary faculty-student learning community and provided interdisciplinary social justice learning opportunities to PSTs across multiple years. These were delivered using high-impact practices such as community-engaged learning and ePortfolios. Design/methodology/approach: The authors used formative data to examine and refine this study's program design. The authors assessed engagement within and across the components of the whole-institution approach and the impact on, and change in, social justice learning and orientation for PSTs. Findings: Findings showed deepened engagement within and across the components of the whole-institution approach, however, committee representation, opportunities for interdisciplinary collaboration, and coordinated field experiences are areas that can be strengthened. All PSTs demonstrated an understanding of the connections between annual social justice foci and teaching practices, and some documented growth in social justice awareness over time. The authors found more clarity is needed around archiving and keeping social justice event reflections in the ePortfolio each year. Originality/value: This study adds to the existing literature by using the design process to refine the development of a whole-institution social justice education program for PSTs. [ABSTRACT FROM AUTHOR]

TARSisSCIENCE is a working group formed by the scientific team in charge of researching the Tartessian archaeological site of Casas del Turuñuelo (Guareña, Badajoz) and the educational community of the IES Eugenio Frutos, within TARTESO en COMUNIDAD, a cultural mediation and citizen science project that was born in 2018 with the main objective of bringing Tartessian culture closer to society. The objective of this process is to involve this educational context in the generation of citizen participation processes through learning communities and RAP dynamics (research, action and participation) that stimulate collaboration between science and community, integrating into the project to the teachers and students of the 4th year of ESO at the IES Eugenio Frutos de Guareña in 3 research modules linked to the archaeological site: Archeology of the Paleolandscape, Archaeozoology and Archeology of Architecture and analysis of the spaces. The investigations have led to two participatory processes presented, together with the results of said investigations, in ARQUEO RURALES [II Conference on Archeology and Rural Community], monographic edition dedicated to Heritage Education. The results of this process encourage us to continue betting on strategies that encompass all the needs, all the tools, all the actors and all the variants that hinder or enrich the different learning or knowledge generation processes from multiple points of view. [ABSTRACT FROM AUTHOR]

The role of women in education is increasingly important, especially in the context of career development and leadership. This study aims to look at the dynamics of women in the Teacher Mover program in learning communities, including the challenges faced, the seniority dilemma, and their role in curriculum implementation. The research approach used is qualitative with a phenomenological design. The research subjects consisted of female teachers who have graduated and have a Teacher Mover certificate. Data collection techniques were conducted through interviews and documentation, followed by data analysis through data reduction, presentation, and verification. The results show that (1) women's struggles in the Teacher Mover program include a rigorous selection process and six months of training; (2) the dilemma faced relates to the perception of seniority in the school that often doubts their abilities; and (3) the presence of women as Teacher Mover proves significant in leading learning and contributing to seminars related to the independent curriculum. This research highlights the importance of environmental support for women's career development in education, as well as the need for policies that strengthen women's position in learning communities. The findings are expected to provide insights for the development of more inclusive education policies. [ABSTRACT FROM AUTHOR]

Faculty online learning communities (FOLCs) can help faculty effectively adopt and persist in using research-based curricula. This paper documents faculty perspectives on the value they gained from participating in a multi-year FOLC designed to help them implement an inquiry-based physical science curriculum. Personal value narratives were collected from 11 volunteer FOLC participants. In the narratives, participants responded to prompts regarding their initial reasons for participation, activities they engaged in, and values they gained, as well as how participation impacted their profession, social connections, professional practice, and ability to influence their world as teachers. Qualitative analysis shows that the values faculty gained through their participation in the FOLC could be associated with four major areas of impact: teaching, community, leadership and personal development. The first two aligned with the initial goals of the FOLC, while the latter two emerged organically through participation over its four-year duration. The methods used to assess value creation in the NGPET FOLC and the findings from this study can inform other professionals who aspire to create and sustain a long-standing faculty development community and understand its impacts. [ABSTRACT FROM AUTHOR]

Developing a school as a learning community is a complex process necessitating active engagement from the entire school community. This paper reports on a study from Finland that focused on exploring learning community development grounded in a shared vision. We sought to investigate the development of a school community with a separate primary and lower secondary school as it progressed towards becoming a unified comprehensive school. The research involved close school-university collaboration to support the community's transformative journey. Our particular interest in this paper is the relationship between the shared vision and learning community development. At the conclusion of the development project, seven semi-structured interviews were conducted with members of the school management team. Thematic analysis of the interview data was undertaken to identify their perceptions of how the shared vision was linked to learning community development. The in-depth analysis revealed five major themes: (1) communication of the shared vision and transparency; (2) present and absent themes in the shared vision; (3) tradition and innovation; (4) the long-term nature of school development; and (5) the role of the vision in everyday school life. The analysis drew attention to how a school's past and present influence a shared vision and school development. This study provides insights into how the preconditions of a school community contribute to the implementation of a shared vision as a catalyst for change. Recognising the distinct needs and starting points of schools is crucial, emphasising the importance of understanding the pre-existing context in school development. [ABSTRACT FROM AUTHOR]

The evolution of theoretical research on flipped classrooms has ushered in the 2.0 era, in which the inaugural iteration, narrowly focused on process inversion, has proven inadequate in fostering enhanced interaction within flipped classrooms. This shortcoming stems from its disregard for nurturing an efficacious collaborative environment, which has emerged as a pivotal roadblock impeding the sustainable development of the flipped classroom concept. To confront this challenge, this paper advocates for the seamless integration of flipped classrooms with learning communities, underscoring the essence of knowledge construction theory and the imperative of creating a collaborative environment. Furthermore, it introduces the groundbreaking "Tai Chi Pillar" flipped classroom + learning community model and meticulously scrutinizes its effectiveness in the context of college German courses through a case study lens, examining both student learning performance and perception development. A comparative analysis with the standalone flipped classroom model reveals that the proposed model boosts academic performance for 72.6% of students and notably enhances perception development for 72% of learners, albeit with limited success among underperforming students. This underscores the model's strengths while also highlighting the necessity for continued research and improvement. This study serves as a reference point for sustainable Flipped Classroom 2.0 research and points to future directions for investigation. [ABSTRACT FROM AUTHOR]

Regional comprehensive universities with access-oriented missions provide critical pathways for increasing the number and diversity of STEM graduates. The BOND program at California State University, Fresno supports the transition to college for first-time, full-time freshmen in selected STEM majors. BOND incorporates a learning community, active learning, and early course-based research experiences. Compared to comparison groups, students that participate in BOND are 1.93 times more likely to persist in STEM into their fourth year despite similar academic achievement in introductory STEM courses. A higher proportion of BOND students also engage with campus resources that support their first and second year on campus, which suggests that appropriate support builds persistence through the challenges of a STEM degree. This study highlights the importance of providing support strategies and resources in the first year for STEM retention, counter to the traditional narrative of "weeding out" students in their first year on campus. [ABSTRACT FROM AUTHOR]

Introduction: The importance of supervisory interaction facilitated by dialogic feedback is known to create a shared understanding between supervisors and students. However, previous studies of supervisory interaction mainly focus on exploring feedback provision as an input for specific improvement rather than as a process of interaction regardless of its discursivity. Informed by learning community theory, this study explores how thesis supervision in English as an Additional Language contexts is negotiated to identify the supervisory interaction patterns and strategies. Method: This study applied a qualitative case study by involving six supervisory dyads (six supervisors and 15 students) in English-medium study programs. Thematic analysis was used to analyze 18 video-recorded supervision sessions from the beginning, the middle, and the end of the supervision process. Findings and discussion: The findings illuminate the negotiated interaction patterns and strategies in supervisory meetings that can be organized into three themes: (1) managing correction, (2) managing scaffolding, and (3) managing students' emotional expressions. The supervisory interaction patterns tend to take the form of a common institutional talk due to the students' desire for confirmation and suggestions. Prompting strategies through exploratory questions can scaffold students' development of argumentative skills although students' deviant responses frequently lead to supervisors' further explanation. The theoretical analysis underscores that learning community theory emphasizes the development of student's academic literacy and argumentative proficiency through dialogic inquiry. Yet, effective engagement in such inquiry necessitates prerequisite academic literacy and rhetorical competencies. Conclusion: This study highlights the need for developing student's academic literacy, research literacy, and communication skills to achieve an effective inquiry dialogue in thesis supervision. [ABSTRACT FROM AUTHOR]

21st century learning is a dynamic and interconnected educational environment that leverages technology, fosters collaboration, and supports continuous and personalized learning. This study was conducted to investigate the relationship between learning outcomes, learning contents, delivery strategies, learning activities and assessment forms in Structured Technology-Enhanced Collaborative (ST-EC) Learning Environment. To fulfil the research purpose, we developed a questionnaire with sufficient reliability as an instrument to evaluate teachers' perspectives on five components in the ST-EC learning environment. The valid responses were collected from 240 primary school teachers. Structural Equation Modelling (SEM) analysis was used to examine the relationship between the constructs in the hypothesised model. Given that the structural model exhibited a good fit to the data (CFI = 1.934; IFI = 0.989; TFI = 0.912; and RMSEA = 0.063). The findings reveal the significant relevance of the model's constituent variables, offering valuable insights for government and stakeholders to ensure the successful implementation of communication technology-enhanced collaborative and constructivism learning activities. [ABSTRACT FROM AUTHOR]

Copyright of Alteridad: Revista de Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Digitation in education, where online platforms play a central role, has changed teaching and learning scenarios. In addition, it has brought an unprecedented array of public and private actors into the educational arena who provide schools with technological solutions for redesigning learning environments and practices. Though the arena is dominated by EdTech companies, non‐profit initiatives are not entirely absent. After a brief introduction to the main issues relating to the spread of educational platforms, this article will present a rare case of a non‐commercial educational platform developed, implemented and managed in complete autonomy by a community of university students. [ABSTRACT FROM AUTHOR]

This study examined the efficacy of collaborative teaching using a projectbased learning (PjBL) worksheet on plastic waste and climate change. The research design followed a type-II development approach, with two distinct phases: exploration and development, and collaborative teaching. The study involved five science teachers, two lecturers, and 45 seventh-grade students in three limited field trials. The study found that collaborative teaching through worksheet development could increase science teachers' professionalism, particularly in the collegial phase. Furthermore, the study developed a valid PjBL-based worksheet on plastic waste and climate change, aligning with the 2013 curriculum for science instruction in junior high school, involving three core competencies. The research design employed a lesson study framework, which allowed for a thorough exploration of the research topic, leading to the development of effective instructional material. The findings of this study have significant implications for science education in junior high school, particularly in promoting active learning and fostering a deeper understanding of complex environmental issues. Overall, the study highlights the importance of collaborative teaching and the potential of PjBL-based worksheets in enhancing teacher competence and developing relevant instructional materials that align with the curriculum. [ABSTRACT FROM AUTHOR]

Online, informal learning communities bring youth opportunities for learning that schools cannot offer. Yet, there are concerns about the impact of social media platforms’ control over online learning. We argue for a re-evaluation of what an ‘online informal learning community’ is by looking at such active communities on three platforms: YouTube, Twitch and TikTok. We do this by reconsidering Gee’s ‘affinity spaces’ and by asking: how can we understand online informal learning communities in the current sociotechnical context? We observed and analysed interactions of six learning communities on YouTube, Twitch and TikTok. Our results show that in today’s platformised online context, Gee’s concept of ‘affinity spaces’ should be reconsidered in three ways. First, platforms call for discussion about affinity spaces’ boundaries through the visibility regimes that play a part in access. Second, platforms challenge the affinity spaces’ grammar; to maintain a focus on their interest, platforms need to engage with interests provided by platform cultures. Third, a more fixated hierarchisation, informed by platforms’ focus on creators, impacts affinity spaces’ social structures. We introduce the concept of ‘platformised affinity space’ as a first step to specific dynamics that platforms introduce to online informal learning communities. We conclude that we only understand these communities when acknowledging how these dynamics are appropriated as well as resisted to achieve community goals.

Developing and coordinating knowledge within the tourism industry, education, and academia, as well as facilitating knowledge transfer, present significant challenges. This study introduces a novel concept – communities of learning and practice – to highlight the interconnected membership of the educational, academic, and industrial sectors within the same community. Additionally, this study proposes four research agendas in the field of tourism. Practically, this study suggests a pathway to bridge knowledge gaps among education, academia, and industry. Theoretically, it conceptualizes the notion of communities of learning and practice, expanding the current discourse on learning communities and communities of practice. Moreover, it provides a conceptual framework for future research concerning collaboration between education, academia, and industry. [ABSTRACT FROM AUTHOR]

Enacting Assessment for Learning (AfL) is challenging for teachers and even more for Preservice Teachers (PSTs). The support for those attempting to enact it has been considered insufficient and/or inadequate. This study aims to examine how positioning preservice teachers as practitioner researchers while belonging to a learning community can facilitate PSTs' enactment of AfL during their school placement. It draws on the triangulation of different qualitative data sources, e.g. focus group, researcher's field notes, testimonial survey, and school placement report, inquiring the practice of eight PSTs and the interaction within a learning community supported by a researcher, university supervisor and cooperating teachers. Despite belonging to the same learning community, PSTs struggle differently in embedding assessment in the learning experiences, including students, and facilitating students' understanding of feedback and the teaching-learning process. Teacher education programmes are prompted to consider how best to support PSTs enacting AfL practices. [ABSTRACT FROM AUTHOR]

Analytical Chemistry course is a core professional course for chemistry majors and other related majors. Achieving the objectives of this course is crucial for the cultivation of professional talent. Effective implementation of teaching reform and design plays a significant role in enhancing the achievement of curriculum objectives. This paper aims to deepen the curriculum reform based on current implementation issues, and establish a triadic-driven curriculum reform and design model. This model integrates a learning community involving both teachers and students, promotes a seamless online and offline integration, emphasizes curriculum-based ideological and political education, pursues excellence in curriculum elements of profoundness-innovation-challenging, and continuously integrates Outcome-Based Education (OBE) philosophy. Thus, a curriculum reform model known as "unified body, dual-line integration, and triadic drive" has been constructed. [ABSTRACT FROM AUTHOR]

This article depicts the emergence of an intercultural learning community through an international research project on educational leadership. Drawing from partners' self-reflections collected and analyzed during the project, we engage with concepts including transformative leadership, practice architecture, and Northern/Western power and privilege. We argue that trust and norms of engagement take time to build in non-hierarchical education practice architecture, however the resulting holistic and capacitating co-production of knowledge can be a model for academic development in individuals, in higher education institutions, and in international project work. [ABSTRACT FROM AUTHOR]

This study examined a change in delivery (in-person and virtual) for a pharmacy student-learning community within the context of ongoing program assessment during 2019-2023. First and second- year pharmacy students (n=145) reported their perceptions of the learning community's impact on academic success, professional development, and social interactions (1=strongly disagree, 9=strongly agree). Overall, students agreed that the learning community assisted with academic success (M=6.9-7.7), professional development (M=6.8-7.4), and social interactions (M=6.9-7.5). Student perceptions did not differ significantly with virtual programming. Accessibility of the peer mentors was a positive aspect. Non-participating students responded as unaware of the learning community and preferred studying alone. Ongoing evaluation will target student engagement and progression. [ABSTRACT FROM AUTHOR]

Copyright of Continue Education Research is the property of Harbin Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Arts and Science Honours Academy (ASHA) is a unique interdisciplinary undergraduate honours programme at a large research-intensive university in Canada. Data were collected in early 2020 from 108 past and present students, representing the first eleven cohorts of the programme. Triangulating results from quantitative and qualitative analyses, we describe the ASHA students’ educational and social experience during their time at university and, for those who have graduated, their post-graduate activities. Situating our investigation within previous literature examining interdisciplinary undergraduate learning communities and high impact practices, we assess whether students from arts and science disciplines experienced the programme differently, and which aspects of the programme were most impactful. We find that academically, students reported benefiting from the exposure to interdisciplinary thought, the opportunity to do research, and the study abroad requirement. Socially, students reported benefiting from the connections they formed with a small cohort of high achieving peers from a variety of disciplinary backgrounds. While science students reported benefitting the most from ASHA socially, arts students were more likely to indicate that the programme influenced their careers following graduation. These findings provide evidence to support the creation and design of future interdisciplinary undergraduate programmes.

This paper is written in/as dialogue by two colleagues who have shared connections with (the plus fifty-year history of) The Family Institute, Wales, and the (newer) Centre for Systemic Studies (CSS). CSS, a Community Interest Company, now provides a home for The Family Institute since its separation from The University of South Wales in 2020. The authors offer reflections on the developments over time within and around this community of practice and their hopes for the future. The core themes are of teaching and learning as relational activity and Systemic practice as both situated within cultural and geographical contexts and inherently nomadic and processive in nature. The paper also draws on poetry as a means for expressing the not-yet-said and the hard-to-articulate. Billy sadly died before the construction and publication of this paper but his contributions to it are strewn across its pages

Open Educational Resources (OER) wird in aktuellen Debatten um frei zugängliche Lehre und eine neue «Kultur des Teilens» grosse Bedeutung zugesprochen. So ist eine Öffnung der eigenen Lehre durch Publikation eigener Materialien und Konzepte mittels Creative-Commons-Lizenzen möglich. Jedoch zeigt sich, dass Nutzer:innen von OER immer wieder an gewisse Grenzen stossen. Schon die Suche nach geeigneten und passfähigen Materialien ist aufgrund der Fülle verschiedener Portale mit jeweils eigenen Login-Hürden häufig frustrierend. Wenn aber eine «Kultur des Teilens» etabliert werden soll, so muss es auch entsprechende digitale Räume geben, die einen einfachen Zugang ermöglichen und die sozialen Aspekte von Austausch und Kollaboration (Open Educational Practice) auf digitaler Ebene einbeziehen. Der vorliegende Artikel beschäftigt sich entsprechend mit Gestaltungsprinzipien und -vorschlägen für ein OEP-förderliches digitales Ökosystem, das eine neue Kultur des Teilens von OER auf technischer Ebene unterstützt. Aus den Erfahrungen im Projekt InDigO wurde das Konzept einer «Wunschplattform» abgeleitet, das die generellen Anforderungen an eine OEP-förderliche Online-Plattform bündelt. Die Präsentation dieser Wunschplattform ist Ziel dieses Beitrags zusammen mit der Darstellung der Grundlagen und Erfahrungen, auf denen diese Plattform beruht.

IntroductionThe importance of supervisory interaction facilitated by dialogic feedback is known to create a shared understanding between supervisors and students. However, previous studies of supervisory interaction mainly focus on exploring feedback provision as an input for specific improvement rather than as a process of interaction regardless of its discursivity. Informed by learning community theory, this study explores how thesis supervision in English as an Additional Language contexts is negotiated to identify the supervisory interaction patterns and strategies.MethodThis study applied a qualitative case study by involving six supervisory dyads (six supervisors and 15 students) in English- medium study programs. Thematic analysis was used to analyze 18 video-recorded supervision sessions from the beginning, the middle, and the end of the supervision process.Findings and discussionThe findings illuminate the negotiated interaction patterns and strategies in supervisory meetings that can be organized into three themes: (1) managing correction, (2) managing scaffolding, and (3) managing students' emotional expressions. The supervisory interaction patterns tend to take the form of a common institutional talk due to the students' desire for confirmation and suggestions. Prompting strategies through exploratory questions can scaffold students' development of argumentative skills although students' deviant responses frequently lead to supervisors' further explanation. The theoretical analysis underscores that learning community theory emphasizes the development of student's academic literacy and argumentative proficiency through dialogic inquiry. Yet, effective engagement in such inquiry necessitates prerequisite academic literacy and rhetorical competencies.ConclusionThis study highlights the need for developing student's academic literacy, research literacy, and communication skills to achieve an effective inquiry dialogue in thesis supervision.

Abstract Faculty development and support play an important role in improving undergraduate STEM education. Learning communities, including Faculty Online Learning Communities (FOLCs), can be a valuable resource for faculty seeking professional growth. This multi-case study examined how faculty gained value through participation in a curriculum-focused FOLC. Adopting a community of practice perspective, the value creation framework developed by Wenger, et al., was used to examine cycles of value creation for the five case study participants and identify key ways in which participation in the FOLC supported value creation. All five case study participants shared comprehensive stories about how they gained value through participation in FOLC activities over multiple years. All initiated their value creation stories by describing pedagogical approaches they were unhappy about. As their stories unfolded, they described how they implemented new and innovative strategies to address their concerns, leading to outcomes consistent with the original pedagogical goals of the learning community. Two faculty described how the community helped them see new leadership roles for themselves within their departments, outcomes that were not anticipated at the initiation of the FOLC. Other participants spoke of a decreased feeling of professional isolation. Several features of the FOLC emerged as crucial factors in value creation, including structural elements such as regular meetings, a shared curricular focus, and leadership and networking opportunities. Importantly, study participants identified extended participation in the community and continuing feedback from multiple perspectives as drivers of reflection and growth. These findings suggest that while short term participation in a FOLC or other faculty community may help achieve more prescribed outcomes, longer term participation supports a more emergent approach to faculty development. This research offers insights for faculty, curriculum developers, administrators, and others interested in promoting faculty development.

Faculty development and support play an important role in improving undergraduate STEM education. Learning communities, including Faculty Online Learning Communities (FOLCs), can be a valuable resource for faculty seeking professional growth. This multi-case study examined how faculty gained value through participation in a curriculum-focused FOLC. Adopting a community of practice perspective, the value creation framework developed by Wenger, et al., was used to examine cycles of value creation for the five case study participants and identify key ways in which participation in the FOLC supported value creation. All five case study participants shared comprehensive stories about how they gained value through participation in FOLC activities over multiple years. All initiated their value creation stories by describing pedagogical approaches they were unhappy about. As their stories unfolded, they described how they implemented new and innovative strategies to address their concerns, leading to outcomes consistent with the original pedagogical goals of the learning community. Two faculty described how the community helped them see new leadership roles for themselves within their departments, outcomes that were not anticipated at the initiation of the FOLC. Other participants spoke of a decreased feeling of professional isolation. Several features of the FOLC emerged as crucial factors in value creation, including structural elements such as regular meetings, a shared curricular focus, and leadership and networking opportunities. Importantly, study participants identified extended participation in the community and continuing feedback from multiple perspectives as drivers of reflection and growth. These findings suggest that while short term participation in a FOLC or other faculty community may help achieve more prescribed outcomes, longer term participation supports a more emergent approach to faculty development. This research offers insights for faculty, curriculum developers, administrators, and others interested in promoting faculty development. [ABSTRACT FROM AUTHOR]

This article considers how students, reflecting on a pedagogy combining academic literacies and critical analysis, emphasised the importance of the learning community it promoted. The pedagogy drew on insights from the work of Theodor Adorno. Through qualitative research, the students confirmed their experience of a vibrant, productive learning community. They wholeheartedly accepted the invitation to be a part of the creation of this community, a community they reported ownership of. They felt responsible for each other, gave and received support and encouragement and developed trust; enough trust to push past their comfort zones and certainties and experiment, drawing on their own knowledges and experience. Their view of the pedagogy highlights the significance of relationships as the key to building strong learning communities that enable effective learning. Significantly they argue, the pedagogy itself was instrumental in fostering these relationships and countering repressive liberal ways of being, which idealise decontextualised, value-neutral knowledge. [ABSTRACT FROM AUTHOR]

AbstractThis paper begins with a broader discussion of the current efforts to address the gap in integrating the topic of climate change across university curricula. This context informs the study’s primary objective of evaluating the efficacy of a two-phase faculty learning community (FLC) and student climate literacy assessment model, designed and implemented as an exploratory case study at an American Midwestern university, in promoting (1) climate change pedagogy and (2) climate change literacy and engagement among students. Methods include: surveys of the FLC to assess how well it prepares faculty to add or revise climate change coverage in their courses, climate literacy and engagement tests of students in these courses, and faculty debrief reports at the conclusion of course revision implementation. Faculty surveys indicated appreciation of interdisciplinary dialogue and collaborative learning, though debrief reports highlighted a need for additional training on climate change and guidance in assignment design and assessment. Climate literacy and engagement surveys demonstrate improved scores among the student population in the assessed areas, and growth in levels of student engagement with the topic. The paper offers suggestions to address FLC time constraints and the reliability of the climate literacy results for those considering employing this model. [ABSTRACT FROM AUTHOR]

The Data Mine at Purdue University is a pioneering experiential learning community for undergraduate and graduate students of any background to learn data science. The first data‐intensive experience embedded in a large learning community, The Data Mine had nearly 1300 students in academic year (AY) 2022–2023 and nearly 1700 students for AY 2023–2024. The Data Mine embodies data‐infused education, research, and collaboration. Students learn Python, R, SQL, and shell‐scripting, while working on weekly projects within a high‐performance computing (HPC) cluster. In the Corporate Partners cohort, students work on teams of 5–15 students, led by a paid student team leader. Each cohort follows an Agile approach, working on data‐intensive projects provided by industry partners and mentored by company employees. Students develop professional and data skills throughout the academic year, from August through April. Many students return in subsequent years to the program, increasing their tenure with a Corporate Partner. Student teams are inherently interdisciplinary; students from 133 different majors are involved in the program, ranging from new incoming students through PhD level students. These interdisciplinary teams of students bring new perspectives to challenging problems in which data science is a key part of the solution. The interdisciplinary teams foster an environment of synthesis with ideas and solutions. Students come together with different life experiences, different levels of technical skill, but also varying ways they navigate paths to solutions because of the variety of majors represented, resulting in a more creative and robust solution than a traditional data science program. This article is categorized under:Applications of Computational Statistics > Education in Computational Statistics [ABSTRACT FROM AUTHOR]

Transforming developmental education to promote and enhance student success is an ongoing process. This paper discusses how the Cross Curricular Career Community (C4) was developed and how frequent faculty discussion guides program evolution. Through the lens of business management theory, program changes grounded in personal and professional accountability have led to positive impacts on interactions among faculty, students, and the program in support of student agency, responsibility, and perseverance. [ABSTRACT FROM AUTHOR]

Copyright of Tesla Revista Científica is the property of Puerto Madero Editorial Academica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación (18133363) is the property of Universidad Femenina del Sagrado Corazon and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Estudios Empresariales Segunda Época is the property of Editorial de la Universidad de Jaen and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Critical thinking is one of the core twenty-first century skills. This study designs the strategy of peer assessment based on the theory of knowledge building to improve a class of 33 undergraduate students' critical thinking skills in one semester. The context of knowledge building has four phases—idea generation, idea connection, idea improvement, and rising above—which are iterated by three rounds of peer assessment. In this study, the dependent variable was critical thinking skills, and the independent variable was peer assessment. Data sources include critical thinking skills surveyed, peer comments on Knowledge Forum and grades scored by students. The results showed that (1) students' critical thinking skills were significantly improved; (2) students' reports have risen in peer assessment; and (3) students' critical thinking skills are significantly correlated with peer assessment in the knowledge-building community with both peer comments and peer grades. The findings indicated that knowledge building created a positive culture for the promotion of critical thinking skills, comments that expressed strong disagreement could improve students' critical thinking skills, and the formation of community knowledge played a substantial role in promoting students' critical thinking skills. [ABSTRACT FROM AUTHOR]

Introduction: The Association of Maternal & Child Health Programs (AMCHP) and the Association of State and Territorial Health Officials (ASTHO) launched the PRISM (Promoting Innovation in State and Territorial MCH Policymaking) Learning Community, funded by the U.S. Department of Health and Human Services (HHS), Health Resources and Services Administration (HRSA), Maternal and Child Health Bureau (MCHB). The goal of PRISM was to build state and territorial health agency program and policy-making capacity to address substance use and mental health in the maternal and child health (MCH) population. Expanding access to care and treatment for perinatal substance use disorders (SUD) emerged as the issue of greatest need for state teams. Methods: The PRISM Learning Community consisted of three major components: (1) intensive capacity building for cross-agency state teams, which involved action planning, peer-to-peer learning, and technical assistance; (2) programming to inform the MCH field broadly about innovations in perinatal SUD policy and practice; and (3) a program evaluation involving pre-, mid-, and post-assessments and follow-up key informant interviews with state teams. This manuscript is not based on clinical study or patient data, therefore IRB approval was not required. Results: States reported that their knowledge of perinatal SUDs increased and their cross-agency partnerships were strengthened as a result of their participation in PRISM. States identified four key priorities for their continued work: to improve multisector collaborations, to institute equitable SUD screening practices for pregnant people, to strengthen the perinatal behavioral health workforce, and to enhance Medicaid coverage for perinatal SUD prevention and treatment services. The need to respond to urgent demands of COVID-19 and the stigma associated with perinatal SUDs were the most significant barriers to advancing state action plan goals. Discussion: Since 2018, the PRISM project has supported nine jurisdictions across two cohorts. Participation in PRISM advanced state policies and programs to improve perinatal SUD care through capacity building, technical assistance, and virtual programming. Findings and lessons learned from PRISM may inform the activities of other states seeking to address perinatal substance use disorders. Significance: What is Already Known About this Subject? The learning community model is known as an effective method of engagement for adult learning. Learning community models are currently being implemented for a variety of public health issues. Perinatal mental health and SUD care are widely studied from a clinical perspective and have gained national attention as a public health priority. What does this Study Contribute to the Existing Body of Knowledge? This report from the field describes state and territorial programmatic and policy efforts to improve the quality and accessibility of SUD care for perinatal populations through the PRISM Learning Community. Other jurisdictions may find the program and policy options helpful as they advance initiatives in their states to improve maternal and child health. [ABSTRACT FROM AUTHOR]

Introduction: Students' formal networks, which are formed by a formal curriculum design, such as formally organized study groups within learning communities (LCs), may benefit students' interactions and learning. It is unclear how large-scale LCs contribute to the formation of different informal peer relationships, which refers to student self-organized out-of-class relationships. Two mechanisms can explain relationship formation in LCs. Propinquity within formal networks and homophily of students' characteristics (nationality, sex, academic performance) may promote students' peer relationships. This study explores to what extent the formation of students' informal networks was determined by their formal networks (LCs) while controlling for students' characteristics and which mechanisms play an important role. Methods: With online surveys, data were collected about five informal networks (help-seeking, collaboration, information sharing, friendship, and learn-from) from 69 first- and 51 second-bachelor year medical students (2890 relationships). Students were divided into four LCs in the formal curriculum. We compared students' five informal network structures between first- and second-year students, domestic and international students, within and between formal networks. Besides, we used Quadratic Assignment Procedure (QAP) Regression Analysis in Ucinet to investigate the associations between students' informal and formal networks (LCs) and students' characteristics. Results: Propinquity (in the same LC) plays a role since students have more informal connections within LCs than between LCs. Furthermore, it seems to play a greater role for second-year students than for first-year students. Homophily of nationality is important in informal networking since students are more likely to connect with others of similar nationalities. Conclusion: Students become more connected within the LC when they remain in the same LC for a longer period. Formal networks enhance the students' informal interactions within LCs but seem to restrict the interactions among students from other LCs. International students need support in order to integrate with domestic students in LCs. [ABSTRACT FROM AUTHOR]