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The study aims determine and examine the perceptions of students who participate in student club activities as organizers and participants regarding skills, values, and abilities/skills within the scope of these activities. The study group consisted of 14 university students who participated in the activities of a student club operating within the faculty of education of a state university in the 2022-2023 academic year. The study was carried out within the framework of phenomenology research design. "Activity Diary Interview Form" was used to collect the study data, and the data were analyzed with the descriptive analysis method. As a result of the study, it was determined that university students who participated in student club activities as organizers and participants made statements about skills 64 times and values 33 times according to the 2023 Social Studies Curriculum. In addition, it was determined that in these student club activities, university students put forward expressions regarding skills and abilities such as "world knowledge, love of learning, collaborative work, self-management, examples of altruism, language ability, initiative and volunteering activities" according to developed Paul's Transcript. [ABSTRACT FROM AUTHOR]

In recent years, businesses have continually struggled to diversify their talent pools in an organic manner. This paper offers a new perspective on fostering organic diversity. Using data on club membership from one four-year liberal arts institution, different indices were created to rank each club in the sample according to the proximity of the demographic distribution of the club membership to that of the overall student population. This method identifies clubs whose activities have universal appeal and thus produce diversity organically. These findings have important implications for businesses seeking to improve workforce cohesion and meet their DEI recruitment objectives. [ABSTRACT FROM AUTHOR]

Based on direct observations in an out-of-school club in France, this paper discusses the different forms of actions grouped under the general term of 'play' initiated either by the children or their animateurs. After presenting the fieldwork, the first part of the paper aims to untangle the complex web of frameworks that organise out-of-school times and spaces depending on the different engagements and levels of involvement on the part of the children and their animateurs. The analysis then describes how games and other organised play activities can be formalised through an educational process led by adult agenda and contribute to a better understanding of the complexity of the relationships between leisure and education. [ABSTRACT FROM AUTHOR]

Abstract Multiple zoonotic disease outbreaks occurred in Uganda over the past two decades and have needed operationalization of the One Health (OH) Approach to respond effectively. Between 2016 and 2018, the African One Health University Network (AFROHUN) supported 61 students (25 females, 36 males) to join multisectoral and multidisciplinary government national and district task force disease response teams. The goal of joining these teams was to build and strengthen the students’ disease investigation and response skills in real time using a One Health approach. Qualitative methods were used to collect student and partner responses on their field experiences. The AFROHUN project identified the experiential knowledge and skills that the students gained. Student project reports were reviewed by the joint technical teams from the university and the national/district task forces. These included training materials and disease outbreak investigation and response reports. Partnerships and collaboration between the university One Health networks and the government enabled 35 graduate and 26 undergraduate students to receive joint mentorship from the national or district task force outbreak response teams. Most participants were from degree programs in Public Health, Epidemiology, Environmental Health, Veterinary, Wildlife Sciences, and Infectious Disease Management, while few students were from social sciences. Students were mentored in seven competency-based areas of disease management: (1) biorisk management, (2) community engagement and coordination, (3) epidemiology, (4) leadership, (5) outbreak investigation and response, (6) risk communication, and (7) surveillance. In conclusion, zoonotic outbreaks provided real-life learning opportunities for students in disease outbreak investigation and response using a multidisciplinary and multisectoral approach. The identified skills can be incorporated into educational materials such as curricula and present an ideal opportunity to build partnerships for workforce development. One Health impact statement The next generation of One Health workers, those capable of working across sectors and disciplines to improve the health of animals, humans, plants, and the environment, need soft and technical skills to guarantee optimal preparedness, prevention, and response to disease outbreaks and understand the animal to human transmission dynamics of disease. In countries where emerging, re-emerging, and endemic zoonoses and hemorrhagic fevers are prevalent, it is crucial to provide these real-life or experiential training opportunities for university students, working closely in multidisciplinary teams. The “real-time” joint mentorship by the government’s multidisciplinary and multisectoral outbreak response teams, during disease outbreaks, provides an opportunity to build and strengthen student skills in biorisk management, community engagement and coordination, epidemiology, leadership, outbreak investigation and response, risk communication, and surveillance.

Background: Within the context of high school student clubs, the acronym "GSA" originally stood for "Gay-Straight Alliance." It described gay and straight youth working as allies to learn about themselves and each other's lives and to navigate and address interpersonal and institutional anti-LGBTQ school policies and practices. Today, the acronym is commonly parsed by Gen Z members as "Gender-Sexuality Alliance" to better represent the presence and needs of transgender, nonbinary, and gender-nonconforming students, and their cisgender allies. Purpose of Study: We inquire how students learn about themselves and others—partially, unevenly, and, at times, uneasily—as they incorporate socially resistant gender and race identity work within their GSA school clubs. Participants: Participants were cisgender (n = 10) and transgender and nonbinary (n = 10), racially diverse high school students in GSAs between 14 and 18 years of age. Research Design: Our analysis is grounded in critical pragmatism, a methodological integration of critical theory and pragmatism, which stems from reflexive immersion in the research context and use of empirical inquiry as a tool to acknowledge and guide transformation of entrenched anti-trans oppression in schools, noting that racism, among other forms of structural inequality, is built into schools. We analyzed the interview component of a larger mixed-methods research study conducted by the GLSEN Research Institute, which was intended to generate insight about student and advisor experiences of GSAs. Findings: Our study reveals that while GSAs can be a space for marginalized LGBTQ students to create a collective empowering identity, they can also be a space where some differences may be flattened or left out. We explore how students make visible racial and gender identity groups during GSA activities that are often erased in secondary schools. This implicitly and explicitly entails deploying identity as a challenge to a school's heteronormative, cisnormative, and white-dominant official curriculum, although the depth or complexity of a GSA's visibility-based education and critique may be inadequate, given available resources. Our findings demonstrate how GSA students leverage their identity as a goal when mobilizing themselves and their peers to alter a school's norms and practices. Conclusions: Gen Z GSA students have begun to reimagine their clubs as if they were built from the ground up, with the needs of transgender students and students of color placed at their center. GSAs remain a critical but underdeveloped resource for learning how to recognize and challenge intersectional forms of interpersonal and institutional marginalization. [ABSTRACT FROM AUTHOR]

Student clubs at universities are quite significant in acquiring many skills and competencies, especially personal, cognitive, and social development, to support students’ professional and academic achievements. That being the case, this paper, a descriptive case study, aims to unveil how student clubs in Turkish state universities are diversified according to their fields of operation and university types. As of January-February 2020, 207 state and foundation universities exist in Turkey, and 11.106 student clubs information on 175 websites of these universities was attained for this research. Student clubs in the study were analysed in terms of the access information of the clubs and the number of university students. In contrast, club names were coded using the content analysis method. As a result of the analyses, it was observed that these clubs are classified under three themes, eight categories, and nineteen codes. At the end of the study, it was concluded that access to information of student clubs at Turkish universities and their visibility levels on universities’ websites and other social media are rather insufficient, and some suggestions were therefore made.

Schools are responsible for promoting LGBTQ+ students' academic success, yet many LGBTQ+ students contend with unsupportive learning environments. Gender-Sexuality Alliances (GSAs)—clubs that affirm students' sexual orientation and gender diversity—could promote academic engagement and protect against disaffection. We aimed to identify GSA meeting-to-meeting experiences that predicted students' ensuing academic engagement and disaffection over an eight-week weekly survey study. Participants were 92 LGBTQ+ GSA members (50% students of color, 51% trans/nonbinary, M age = 15.83). Participants completed once-weekly surveys over an 8-week period on their experiences in their most recently attended GSA meeting and their current level of academic engagement and disaffection with learning. Participants reported relatively lower disaffection on days after meetings where they had perceived greater advisor responsiveness, socialized with peers, and discussed academic issues. They reported relatively greater engagement on days after meetings where they took on more leadership. Participants who led more, on average, over the eight-week period reported less disaffection and greater engagement than others. GSAs may contribute partially to LGBTQ+ students' educational experiences by guarding against academic disaffection and, to a lesser extent, promoting their academic engagement from week to week. More research needs to consider how GSAs and other school-based resources promote learning among LGBTQ+ students. • GSA meeting experiences predicted LGBTQ+ youth's academic engagement and disaffection. • Students reported greater engagement after meetings when they took on more leadership. • Greater advisor responsiveness in meetings predicted lower disaffection. • Socializing and discussing academic issues in meetings predicted lower disaffection. • GSAs may promote conditions for LGBTQ+ student engagement and temper disaffection. [ABSTRACT FROM AUTHOR]

Target 4.7 of the 2030 Agenda for Sustainable Development aims to ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including through education for sustainable development. To implement this, students at Utah Valley University (UVU) advocate for sustainable mountain development (SMD) in Utah and elsewhere through a student engaged learning (SEL) model. SEL encourages students to solve real-world problems as a group, with a faculty member serving as a mentor. This paper discusses the implementation of a semester-based SEL initiative to observe International Mountain Day (IMD) and analyzes its outcomes. Utah International Mountain Forum, a coalition of student clubs at UVU, is an extracurricular part of the university's SEL model that involves students, especially nontraditional or adult learners, in SMD activities beyond a single semester. Adult students enhance or change their careers while taking care of families. They have diverse experiences, maturity, and responsibilities. To overcome adult students' reluctance or inability to engage in club activities, the model provides incentives, such as flexible activity schedules, integration of their experience into group efforts, and recognition at the United Nations level. Through the curricular programs, mentors build stronger ties with adult students and encourage them to join Utah International Mountain Forum. Since 2010, students have been encouraged to contribute experience and initiatives, solicit funds, and gain recognition for SMD advocacy as part of IMD at UVU. Our assessment shows that students learn how to tie their own experiences to SMD, implement initiatives collaboratively, build partnerships on different levels, and then use accumulated knowledge for engagement in SMD activities beyond the semester. Thus, UVU's model of observing IMD could serve as another important United Nations experiential learning initiative.

Target 4.7 of the 2030 Agenda for Sustainable Development aims to ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including through education for sustainable development. To implement this, students at Utah Valley University (UVU) advocate for sustainable mountain development (SMD) in Utah and elsewhere through a student engaged learning (SEL) model. SEL encourages students to solve real-world problems as a group, with a faculty member serving as a mentor. This paper discusses the implementation of a semester-based SEL initiative to observe International Mountain Day (IMD) and analyzes its outcomes. Utah International Mountain Forum, a coalition of student clubs at UVU, is an extracurricular part of the university's SEL model that involves students, especially nontraditional or adult learners, in SMD activities beyond a single semester. Adult students enhance or change their careers while taking care of families. They have diverse experiences, maturity, and responsibilities. To overcome adult students' reluctance or inability to engage in club activities, the model provides incentives, such as flexible activity schedules, integration of their experience into group efforts, and recognition at the United Nations level. Through the curricular programs, mentors build stronger ties with adult students and encourage them to join Utah International Mountain Forum. Since 2010, students have been encouraged to contribute experience and initiatives, solicit funds, and gain recognition for SMD advocacy as part of IMD at UVU. Our assessment shows that students learn how to tie their own experiences to SMD, implement initiatives collaboratively, build partnerships on different levels, and then use accumulated knowledge for engagement in SMD activities beyond the semester. Thus, UVU's model of observing IMD could serve as another important United Nations experiential learning initiative. [ABSTRACT FROM AUTHOR]

The students as a specific stratum of young people actively involved in various associations, movements. Today, more than ever need the support of positive student associations from universities. This paper considers the extracurricular activities of students, and in particular the creation and development of a student club that promotes self-learning, self-education and self-development of students.Purpose: to develop the author a mechanism for the development of activities of the student club «Studio».Methodology: a theoretical analysis of the pedagogical literature on the problems of students ‘ extracurricular activities.Results: the experience of the Tyumen oil and gas University on the organization and management of extracurricular educational work with students. The basis of this system became the tradition and the experience of the music club «Studio». Lists the sessions conducted with students for career mobility, career advancement. In conclusion traces the development of motivation of students, who are members of a student club. The paper presents information from the personal experience of the authors.

The Article is devoted to the 50th anniversary of the Krasnodar state Institute of culture, the first year of its formation and activities, the features of organization of educational process. The results of the first year of existence showed that the newly organized Institute successfully undertook the organization of educational process and confidently walked down the intended path.

The article discusses the appraisal of student records and the importance of capturing the experiences of underrepresented student groups in university history. Topics include the role of cultural student clubs, houses and sororities/fraternities with ethnic minority membership in documenting campus diversity;. case studies of appraisal projects at Urbana-Champaign; and the significance of working with stakeholders and understanding record ownership.

Engaging non-traditional, adult, online students can be a challenge, but a variety of extracurricular activities can serve to increase their interest in their education and enhance their learning. Lacking the opportunity for 'on-campus' interactions and the traditional 'Student Union' environment, online universities must provide virtual environments that invite collaboration and extracurricular activities that support student interaction and engagement. The use of content related clubs that include faculty mentors, subject matter experts, and interactive activities can be effective. The introduction of competitions and game play related to coursework can also provide the desired engagement and commitment to the academic programs and institution. The rapidly growing industry of EdTech supports the agenda of all educators who seek these innovative ways to engage and impart knowledge to a diverse population of learners. [ABSTRACT FROM AUTHOR]

Research on biographical data suggests that recruiters draw inferences about candidates' abilities and attributes based on résumé information. However, few studies have explored students' attributions with regard to the experiences that are relevant in enhancing employment opportunities. The aim of the present study is to fill this gap by analyzing the effect of university students' extracurricular activities (ECAs) on their perceived employment opportunities. Specifically, we combine a large sample of students with recruiters from a wide range of sectors in the Netherlands. Students completed a questionnaire, while recruiters participated in an experiment and semi-structured interviews. Students' expectations about the value of ECAs for their employment opportunities were found to be misaligned with recruiters' viewpoints. Students expected academic performance to be more relevant for employment opportunities than ECAs, whereas recruiters stated the opposite. Students expected an internship to be the most valued ECA, whereas most recruiters prioritized a board year and emphasized students' motivation and ability to demonstrate the learning gained from ECAs in general. Implications for further biodata research are discussed. [ABSTRACT FROM AUTHOR]

This study examined how the regional manifestations of climate change effects and students’ involvement in various climate-related clubs and activities influenced their knowledge and awareness of climate change. Key knowledge gaps and their implications for climate action were also examined. A cross-sectional survey was adopted for the study whilst a snowball sampling technique was used to select the respondents. A total of 300 students from 26 African countries participated in the survey. Descriptive statistics, relative importance index (RII) method and the chi-square test of independence were used to analyze the data. Results showed that regional manifestations of climate change effects and students’ involvement in climate change-related workshops and campaigns significantly influenced their knowledge levels whilst their membership of climate-related student clubs had no significant influence. Key knowledge gaps with regards to how factors such as meat consumption and waste generation could lead to climate change were also identified. Students were also less knowledgeable about how climate change affects key issues such as conflicts, gender inequalities and job insecurity. Intensification of climate change education beyond the most common causes and effects is highly recommended among the youth. Various environment-related student clubs are also encouraged to tailor their activities in this direction.

When linked to program review and improvement, program evaluation can help practitioners to ensure that career-technical education (CTE) and science, technology, engineering, and mathematics (STEM) programs offer equitable access and outcomes for underserved student groups. [ABSTRACT FROM AUTHOR]

The article discusses about creating three-dimensional printing club at library, which will encourage children to learn three dimensional printing technology. It discusses expenditure required for setting the club like purchasing of 3D printers, and cost of consumables required to run printers such as color filament. It suggests using Tinker CAD, an online tool for three dimensional designs. It also mentions holding of demonstration, challenge, and remix session to develop students skills.

This case-study supports the implementation and social investment in university campus community gardens as an interdisciplinary resource for academic research, extra-curricular activities, and community building. Using a permaculture design model, the St. Lawrence University community permaculture garden in Canton, New York State exists to enhance the diverse academic curriculum and varied community engagement opportunities to provide experiential and interdisciplinary learning opportunities for students, faculty, staff, and remaining stakeholders. This case-study will focus on one of St. Lawrence University's student-led clubs, its operations, history, and challenges (e.g. participant transience). Our findings suggest that campus permaculture gardens require adequate investment, including financial and academic support. The development of a conceptual seasonal and academic community calendar provides a fundamental framework for operations and governance. The sheer number of opportunities and broad capacity of the club and the presence of physical student space brings meaningful accessibility and community engagement. Over time, the club and garden has remained resilient due to a holistic approach which keeps the bigger picture in mind. Each year the club faces a variety of challenges and obstacles, yet such experiences have provided opportunity for adaptation and evolution. Recommendations can be used to support a replicable model for other educational environments and communities in both urban and rural areas, interested in developing a permaculture garden as a resource that improves social cohesion during a time of ecological fatigue, social unrest, the COVID-19 pandemic, and climate change. [ABSTRACT FROM AUTHOR]

In this article, we consider the functions of students' unions (SUs) through a UK case study. First, a functional classification of educational representation; wider representation; delivery of commercial services and faciliating a student community is outlined. Second, we specify a theoretical framework in terms of neo-liberalism and therapeutic ideas of education. Third, we discuss recent SU functional changes. Fourth, we interpret those changes through the theories outlined above. Our contribution to scholarship is threefold; first we study the evolution of UK SUs. Second, we apply theory to interpret these changes. Third, we generate findings that could be applied to develop a comparative international literature. [ABSTRACT FROM AUTHOR]

Culture clubs are student associations based around ethnic, cultural, or linguistic identities, such as the Persian club or Asian Union. At large postsecondary institutions in Canada, between 10-20% of student-run clubs, serving tens of thousands of ethnic minority students, are dedicated to some facet of culture. This paper describes this phenomenon and challenges the popular view of these organizations as self-segregated ethnic enclaves (Findley & Kohler, 2010) by investigating the diversity of identities within one particular club for Russian speakers. Drawing on poststructuralist theory (Block, 2007, 2010) which views individuals’ identities as multiple, dynamic and contingent, we discuss the lived experiences of three focal club members whose multiple positionings complicate notions about who joins such clubs and the role they play within institutions.

This paper explores the influence that school sport and non-sport extracurricular activities (ss EC and ns EC) can have on academic achievement. A central thesis of this paper is that, despite the literature on the perceived and presumed benefits of school sport and of non-sport activities, theorising a model of the process by which the benefit is attained, which we conceptualise as a case of transfer, has been neglected. Cognisant of the long-standing literature on transfer and the recent resurgence in transfer research, we present a dual step transfer hypothesis by which ss EC and ns EC activities confer academic achievement benefits. Key to this dual step transfer hypothesis is the influence these activities have on non-cognitive skills, whereby the activity promotes non-cognitive skills (i.e., motivational-social skills), which in turn promote learning and academic achievement. We present an overview of transfer from the early discussions framing transfer to either mental muscle or identical elements mechanisms, to more recent discussions and new perspectives on what counts as transfer. To this discussion we compare research linking academic achievement to school physical education, school sport and school non-sport activities. We place particular emphasis on extracurricular activities and the potential influence they can have on non-cognitive characteristics. In making our argument we weigh up the relative support for dual step transfer within extant literature on both areas, and in doing so return to take a position on the long-standing and divergent framing of transfer in terms of either mental muscle or identical elements mechanisms. [ABSTRACT FROM AUTHOR]

Our study tests the effectiveness of STEM Alliance, a student organization aimed at increasing academic and social support for students pursuing STEM majors. STEM Alliance offered weekly, extracurricular activities aimed at preparing students for graduate school and STEM careers. Students attending STEM Alliance events showed greater academic and social support, greater confidence in the institutional environment, and increased contact with faculty. First-generation students showed significant benefits of participation in STEM Alliance; however, continuing-generation students reported greater student-faculty contact. Although our quasi-experimental design cannot indisputably show a cause-and-effect relationship, our research strongly suggests that STEM Alliance represents a promising, inexpensive method of increasing support for students pursuing STEM degrees. [ABSTRACT FROM AUTHOR]

The prediction of creative performance from ideation has shown promise, but questions remain. In this study, the relationship of ideational behavior and the creative performance of elementary school children (N = 255) was examined across 6 domains of creative performance: science, mathematics, technology, fine arts, music, and writing. Importantly, the potential confounding of grade and gender were controlled and creative self-efficacy tested as a moderator. Results indicated that ideational behavior explained a unique portion of variance in creative performance, above and beyond the potential confounding factors. The moderating effect of creative self-efficacy was confirmed, but only in the domain of science. Interestingly, ideation was more strongly related to creative activity than was creative self-efficacy in every domain except art and writing. Limitations and future research are discussed. [ABSTRACT FROM PUBLISHER]

The article discusses a study which aims to assess the impact of social Greek-letter organizations as fraternities and sororities to the academics, personalities, and life after college of its members. Topics discussed include the problem of untangling negative behavior to its connection with the organization, higher campus involvement of members, and the transformation of self-identification.

The importance of the Internet to trade unionism has not gone unnoticed by academics, and while many have perceived the need for unions to engage in social media, there has not been any study of how unions use social media. This paper provides a systematic examination of union social media use in terms of method, scope and content. The University and College Union ( UCU) Twitter account was used as a case study. Tweets ( n = 1,615) were collected over a four-month period ( January 1- April 30, 2014) from the official UCU account with followers ( n = 12,301) also categorised to determine who is listening. Findings are discussed with reference to earlier debates on union use of the Internet. We find that while UCU has moved with technological developments by using Twitter, the content of the union's messages remain in line with traditional union communication, and the engagement opportunities of social media are underutilised. [ABSTRACT FROM AUTHOR]

This study analyzes interactions among members of a South Asian Club (SAC) at an American university to illustrate how members construct a common Indian-American identity despite observable in-group differences. Members of this second-generation group differentiate themselves from White Americans and from natives of India, orienting to notions of both American model minority status and American youth culture and using humor as a strategy to downplay intra-Indian differences among themselves. While members of this student association succeed in achieving proud Indian-American youth identities - cool, socially mobile, and with cultural ties to another country - they unwittingly reinforce hegemonic racial structures in the United States. While 'Indian-American' is a positive identity for these students, it is also a racially marked identity that necessarily, however unintentionally, excludes them from the unmarked privileges of Whiteness. [ABSTRACT FROM AUTHOR]

Extracurricular clubs are widely believed to be an important part of education in Japan, and Japanese students devote an enormous amount of time and energy to them. Until recently, however, there has been very little research examining either the content or the outcomes of participation in such clubs. In this paper, based on a nationally representative survey of Japanese high school seniors (n = 3753) we examine the relationship between participating in extracurricular clubs and Japanese students' self-concepts. Our findings demonstrate that students who join extracurricular clubs have more positive self-concepts than those who do not join clubs, and students in sports clubs have higher self-concepts than students in non-sports clubs. This paper, therefore, offers important data for scholars interested in non-academic aspects of Japanese education in general, and demonstrates the impact that extracurricular activities have on Japanese students' self-concepts in particular. [ABSTRACT FROM AUTHOR]

The literature on education in Japan typically focuses attention on achievements in the classroom. In this study, I cross the border of scholarly attention tobukatsu(extracurricular school clubs), including their demanding schedules and mandatory activities, to analyze their rich roles in preparing students for future jobs. Refocusing attention from the classroom to the playground blurs hierarchies of activity and suggests a more holistic view of education. Drawing from extensive fieldwork in Japan that includes interviews and participant observation, I locate the value ofbukatsuas generating a specific type of embodied cultural capital that is explicitly requested during the hiring process in the adult work world. Thebukatsuexperience reinforces certain attitudes that correspond with thebu(‘warrior’) part of the oldbunburyōdō(‘the way of both pen and sword’) ideal. This research demonstrates the limits of academic credentials (i.e., test scores) in achieving larger societal goals. What seems to matter increasingly in a shrinking job market are dispositions derived from long-term participation in sports organizations, gained specifically through the institution ofbukatsu. [ABSTRACT FROM PUBLISHER]

The article reports on the five-step process for covering functional and academic curricula in extracurricular school clubs. These involve determining the interest and demand for assistance of students, selecting a club as well as addressing priorities to learning. It also notes the significant role of club members in providing natural assistance in activities .

The influx of Latin American immigrants into the US South since the early 1990s has changed the demographic face of the region, particularly among school-aged populations where the rate of growth among Latinos has been the fastest. Despite an emerging literature addressing changing racial and ethnic relations in the New US South, relatively little research has addressed the incorporation of Latino youths within southern schools. Relying on data from a four-year ethnographic and in-depth interview study in one North Carolina town, findings suggest powerful benefits of ethnic-identity based clubs for Latino youths in new immigrant destination schools. While both Latino and African American respondents faced discrimination within their community, Latino students received more formal support at school, which helped shield them from the negative impacts of discrimination. [ABSTRACT FROM PUBLISHER]

Student-led clubs that seek to enhance entrepreneurial learning can be found in many universities. Yet, like many areas of extra-curricular activity in entrepreneurship education, their role in supporting learning has not been researched widely. The paper introduces research that addresses this gap and investigates the nature of the learning process student's encounter when they take part in clubs. The study explores the literature on entrepreneurial learning; it examines the different concepts and considers their contribution to understanding student learning experiences. From the literature, a conceptual framework is presented, highlighting the key aspects of entrepreneurial learning relevant for the field research. The methodology is introduced, including a series of qualitative studies and a survey of students. The study focuses on two types of student-led clubs ‘entrepreneurship clubs’ and ‘Enactus clubs’ and provides a comparative analysis. The findings reported show a range of student learning benefits that simulate important aspects of entrepreneurial learning, such as learning by doing, learning through mistakes and learning from entrepreneurs. More nuanced findings are also presented showing differences in learning benefits between club forms and heighten benefits for students taking leadership roles. Ultimately, the paper contributes to research in entrepreneurship by illustrating how student clubs support entrepreneurial learning. [ABSTRACT FROM PUBLISHER]

This article argues that theinstructional scaffoldingmetaphor may be reconceived as distributed scaffolding when multiple means of influence are provided in a service-learning setting. In the service-learning course described here, the professor's role is largely as designer of activity settings for preservice teacher candidates, through which the students construct their own conceptions of teaching culturally diverse populations. The course involves a set of interrelated settings: a tutoring experience at the city's alternative high school; the reading of books from a menu of texts that cover a range of diversity topics; the discussion of these books in book club meetings independent of the professor's direct influence; and the whole-class discussion of these texts, led by each student book club. The distributed nature of the course scaffolding is illustrated with an excerpt from one book club's discussion. [ABSTRACT FROM AUTHOR]

Student government and student activities at the College of The Bahamas have helped to define the growth and development of the institution. The College of the Bahamas Union of Students or COBUS as it is better known, has been a crucible for civic and professional leaders. Many COBUS Presidents have gone on to become leaders in the community, well-known forerunners in their respective fields of endeavour and have become household names in the Bahamas. [ABSTRACT FROM AUTHOR]