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Descriptors:
Information Literacy; College Readiness; High School Students; Urban Schools; Partnerships in Education; Academic Libraries; Public Libraries; High Schools; School Libraries; College School Cooperation; Best Practices; Outreach Programs; Advanced Placement Programs; Program Implementation; Program Development

Abstract:
This article describes a nearly decade-long partnership between three institutions representing school, public, and academic settings in Westchester County, New York. The program, designed to improve the academic performance of local high school students, is unique due to the extensive contact students have with academic librarians during the school year, including two day-long orientations and individual consultation sessions. Using experiences as partners in this collaborative effort, interviews with six teachers and librarians, and the existing literature, this article identifies best practices and key factors for academic libraries that are considering or currently providing instructional and outreach activities to high schools. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Student Financial Aid; Federal Government; Higher Education; Incentives; Eligibility; Educational Change; Tax Credits; Tuition; Student Loan Programs; Credentials; Grants; Low Income Groups; Outreach Programs

Abstract:
The federal financial aid system is no longer up to today's demands. Built in a different era, its haphazard evolution over the decades has made it inefficient, poorly targeted, and overly complicated. With the need for higher education never greater and college growing increasingly unaffordable, students deserve a streamlined aid system that is more understandable, effective, and fair. Policymakers can achieve such reforms at no additional cost to taxpayers--by rebalancing existing resources and better aligning incentives for students and institutions of higher education. Ultimately, those reforms will increase access to high-quality credentials and boost student success in higher education and the workforce. In "Rebalancing Resources and Incentives in Federal Student Aid," the authors offer more than 30 specific policy recommendations that are designed to create such a system. Nothing is off-limits. They recommend specific changes to federal grants, loans, tax benefits, college outreach programs and federal regulations to provide more direct aid to the lowest-income students, while strengthening accountability for institutions of higher education to ensure that more students are able to earn affordable, high-quality credentials. Taken together, the package of proposals in their report is "budget-neutral" over the 10-year period from federal fiscal years 2013-2022. Pell Grant Funding Sources are appended. (Contains 1 figure, 3 tables, and 120 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Improvement; Elementary Secondary Education; Student Improvement; Outreach Programs; Science Course Improvement Projects; Research Projects; Best Practices; Change Strategies; Educational Strategies; Classroom Techniques

Abstract:
For six seasons, Richard Lee has included a K-12 teacher on his Antarctic research team to coordinate outreach to U.S. classrooms. These teachers have communicated with thousands of students and their teachers and planned authentic outreach activities to improve student performance. Program success depends on funding by the National Science Foundation, passionate leadership, and five components for launching a successful outreach initiative: recruiting and mobilizing support, introducing Antarctic researchers to students and community, communication using technology, purposefully planning interdisciplinary instruction, and using media and publications to extend the outreach. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Minority Group Students; Student Diversity; Student Organizations; African American Students; Social Networks; Student Personnel Services; College Freshmen; School Orientation; Outreach Programs; Cultural Awareness; Intercultural Programs; Student Participation; Mass Media Role; Mass Media Use; Program Descriptions; Program Development; Program Effectiveness

Abstract:
Planning programs with learning outcomes that address diversity issues on campus can become fairly routine--a "plug and play" task--for a director of multicultural student affairs at a private, religious, predominantly white liberal arts university. However, connecting with African American and other minority students when they arrived on campus at Wittenberg University had become a challenge for the author as the director, and for the student leaders of the African American student organization he advised. Despite their best efforts to engage their target population, progressively fewer students were connecting with them or participating in significant numbers in their programs and events. The anecdotal feedback from students was that diversity awareness was, in their estimation, cliched and passe. Connecting with these students before they arrived was the key to engaging them on campus. In this article, the author describes how he spanned the virtual and physical worlds to help incoming minority students find their place. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Childrens Writing; Writing (Composition); Writing Processes; Family Literacy; Community Cooperation; Community Involvement; After School Programs; Emergent Literacy; Adult Literacy; School Community Programs; School Community Relationship; Writing Workshops; Meetings; Outreach Programs; Improvement Programs

Abstract:
What can family members learn about each other from writing together? What sense of community can develop between family members and across families as they write together? What areas of culture and community can be realized as families write together? These are the questions that fostered this current inquiry into a family writing project. Four families, connected through an urban community school, met together to write and share with one another. Excerpts of adult and children's writing is included and discussed along with the structure of developing a family writing project. Implications for classroom practices for teaching writing with children are discussed. (Contains 8 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (282K)

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Teaching Methods; Older Adults; Foreign Countries; Social Work; Outreach Programs; Models; Program Descriptions; Methods Courses; Aging Education; Caseworker Approach; Active Learning; Intergenerational Programs; Intergroup Education; Educational Gerontology

Abstract:
This article describes an innovative model for teaching gerontological social work that has been introduced into the social work methods curriculum in the Department of Social Work at a college in northern Israel. The basic concept of the model is to create an alternative learning environment by including older persons as full participants in the classroom. As experts on old age, they provide social work students with a hands-on learning experience intended to facilitate their understanding of aging. The changing needs of this growing population place a complex and pressing burden on the social systems that provide services to older adults, and on the families that care for them. To meet these needs, it is predicted that there will be a substantial increase in the demand for social workers in the field of gerontology. At present, there is a shortage of social workers who wish to work with this population as a result of negative perceptions and stereotypes relating to old age. This calls for a different approach to teaching gerontological social work, one that will adapt the study of aging to today's older population while addressing the misconceptions and anxieties of social work students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Community Colleges; Best Practices; Recognition (Achievement); Awards; Achievement Gains; Success; Institutional Characteristics; Performance Factors; Educational Innovation; Professional Development; Partnerships in Education; Transfer Policy; Articulation (Education); Academic Support Services; Outreach Programs; Learning Strategies; Effective Schools Research

Abstract:
In many respects, one couldn't find a group of 10 schools more diverse than the finalists for the 2013 Aspen Prize for Community College Excellence. One community college serves 1,500 students, another 56,000. There are institutions devoted primarily--even solely--to technical degrees, and ones devoted mainly to preparing students for further academic study. Although the Aspen Prize finalist colleges are different in many respects, they have one thing in common: They achieve impressive outcomes for their students in the four areas that comprise the Aspen Prize's definition of excellence: (1) Completion; (2) Learning; (3) Labor market outcomes; and (4) Equity. These colleges did not achieve better student outcomes because they enrolled students who were easier to reach or better prepared than others--some finalist schools, in fact, serve students far needier and regions far poorer than the national average. It was not solely because they chose the "right" textbooks, or remedial education reforms, or online learning platforms. Of course those things matter. But even when colleges choose their approaches wisely, excellence requires more: leaders who build an environment where every professor and staff member is willing to accept tough realities and is committed to improving student success, and where every administrator makes sure they have the tools to do so. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (476K)

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State Policy; Accident Prevention; Evidence; Health Services; Outreach Programs; Community Organizations; Grants; State Legislation; Older Adults; Intervention; At Risk Persons; Cooperation

Abstract:
Purpose of Study: To describe the ongoing efforts of the Connecticut Collaboration for Fall Prevention (CCFP) to move evidence regarding fall prevention into clinical practice and state policy. Methods: A university-based team developed methods of networking with existing statewide organizations to influence clinical practice and state policy. Results: We describe steps taken that led to funding and legislation of fall prevention efforts in the state of Connecticut. We summarize CCFP's direct outreach by tabulating the educational sessions delivered and the numbers and types of clinical care providers that were trained. Community organizations that had sustained clinical practices incorporating evidence-based fall prevention were subsequently funded through mini-grants to develop innovative interventional activities. These mini-grants targeted specific subpopulations of older persons at high risk for falls. Implications: Building collaborative relationships with existing stakeholders and care providers throughout the state, CCFP continues to facilitate the integration of evidence-based fall prevention into clinical practice and state-funded policy using strategies that may be useful to others. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Field Trips; Enrichment Activities; Engineering; Foreign Countries; Summer Science Programs; Course Descriptions; Course Objectives; Science Course Improvement Projects; Hands on Science; Lecture Method; Junior High School Students; College School Cooperation; Participant Satisfaction; Program Effectiveness; Engineering Education; Outreach Programs

Abstract:
A summer academy is held for grade 9-12 high school students at the University of Toronto, Toronto, ON, Canada, every year. The academy, dubbed the Da Vinci Engineering Enrichment Program (DEEP), is a diverse program that aims to attract domestic and international high school students to engineering and sciences (and possibly recruit them). DEEP also provides them with the opportunity to experience the university setting. This paper discusses the organization of DEEP and presents the details of a DEEP course developed to introduce students to electrical engineering. This course is designed for junior (grades 9 and 10) students and includes lectures, hands-on activities (both in a team and individually), and a field trip. The survey results, collected as both formative and summative feedback, indicate the success of the course. This paper also provides recommendations for future offerings of the course. (Contains 6 tables, 3 figures and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Studio Art; Art Activities; Rural Schools; Outreach Programs

Abstract:
Like a tapestry woven with one outstanding thread from beginning to end, the author's forty-year tenure as an art educator has its golden thread in her Van Go art outreach project. Quite literally, she takes students in a "van" and they "go," mostly on dirt roads, taking art to rural schools in Idaho, some of which have no more than three students in the entire school. In the 1970s, the Prairie School was their maiden adventure: up highway 20, through mule deer and sagebrush, across Cow Creek Bridge, past pictographs, and up treacherous, dusty, and winding roads. Word-of-mouth soon carried them to other remote locations throughout Idaho. Project Van Go promotes self-esteem for many at-risk students and student-teachers new to the teaching profession. It also brings art to disenfranchised schools that do not have the benefit of art curriculums, art supplies, or art teachers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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