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Partnerships in Service Learning and Civic Engagement  [cached]
Robert C. Bringle,Patti Clayton,Mary Price
Partnerships : A Journal of Service-Learning and Civic Engagement , 2012, DOI: 10.7253/partj.v1i1.415
Abstract: Developing campus-community partnerships is a core element of well-designed and effective civic engagement, including service learning and participatory action research. A structural model, SOFAR, is presented that differentiates campus into administrators, faculty, and students, and that differentiates community into organizational staff and residents (or clients, consumers, advocates). Partnerships are presented as being a subset of relationships between persons. The quality of these dyadic relationships is analyzed in terms of the degree to which the interactions possess closeness, equity, and integrity, and the degree to which the outcomes of those interactions are exploitive, transactional, or transformational. Implications are then offered for how this analysis can improve practice and research. KEYWORDS Service learning, civic engagement, partnerships
Dr. Pankaj Gupta
International Journal of Computer Science and Management Studies , 2012,
Abstract: Customer satisfaction is “merely the entry point for achieving a deeper foundation that rests on total customer engagement,” by Benson Smith and Tony Rutigliano. Everyone aims to satisfy the customers: in fact, you and your competitors may have the same customer satisfaction ratings. What will set you apart from your competition and ensure the growth of your business is to satisfy yourcustomers to the point that you engage them. An engaged customer is the most valuable asset of any organization. Engaged customers assure a business of sustained and profitable growth. They are the first who will continue to repurchase your products, and the most likely to recommend you to other people. Your goal, therefore, isnot just to generate sales, but bring in loyal and engaged customers. So today, leveraging customer contributions is an important source of competitive advantage – whether through advertising, user generated product reviews, customer service FAQs, forums where consumers can socialize with one another or contribute to product development. This paper examines the concept of customer engagement, principles and process of customer engagement,engagement metrics to measure customer engagement, strategies for engaging with customers online, how engagement drives business success & recent trends in customer engagement.
Transgressive Partnerships: Community engagement in a South African university  [cached]
Martin Hall
Gateways : International Journal of Community Research & Engagement , 2009,
Abstract: Conceptualizing community engagement as intertwined with teaching and long-established approaches to research requires a consideration of the epistemology of knowledge itself. What is accepted as legitimate knowledge? And what is the scope of the university’s role in recognizing and validating forms of knowledge and defining curriculum boundaries, understood as the ways in which the university disseminates knowledge that it has validated as authentic? A working understanding of community engagement would include service learning, problem-based teaching and research that addresses specific wants and needs, the pursuit of alternative forms of knowledge and challenges to established authorities that control and direct research systems and the allocation of qualifications. This article considers why this kind of engagement has remained on the margins of the traditional university in South Africa – via a case study of community engagement at the University of Cape Town – despite a decade of clear public policy and asks: why does there appear to be resistance to its inclusion despite a number of incentives that include moral affirmation for contributing to social and economic justice.
International Civic Engagement: From Development Studies and Service-Learning, to Miami University-Dominica Partnerships  [cached]
Thomas Klak,Emma Gaalaas Mullaney
Partnerships : A Journal of Service-Learning and Civic Engagement , 2012, DOI: 10.7253/partj.v0i0.428
Abstract: During the past four years, faculty, students, and staff from Miami University have been cultivating civic engagement relationships with citizens of the Commonwealth of Dominica, in the Eastern Caribbean. For members of the Miami University community, this has been an effort to create opportunities for learning and scholarship through partnerships with people in the Global South who are working for community empowerment, progressive change, and sustainable development. For our Dominican counterparts, benefits include financial inputs, manual labor, relevant research projects, and an outside interest in contributing positively to ameliorating their community challenges. We work to base the Miami University-Dominica relationships on trust, long-term commitment, and mutuality, so that the benefits go back and forth in myriad ways. The result has been a set of relationships across international borders and cultural differences that is more fulfilling for both sides than typical study abroad, research, or ecotourism encounters in the Global South. This paper describes the conceptual underpinnings of this international civic engagement, and recounts three examples of the kinds of community groups and activities that the partnerships involve. We also note where the project has encountered constraints and limitations, and our next steps in the effort. We hope this example can serve as a template and motivation for other university groups to commit to cultivating civic engagement relationships with people and communities in the Global South. KEYWORDS civic engagement; community engagement; community partnerships; sustainability
Enhancing Student Engagement with Their Studies: A Digital Storytelling Approach  [PDF]
Eunice Ivala, Daniela Gachago, Janet Condy, Agnes Chigona
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.410A012

Higher education institutions in South Africa are faced with low throughput rates, and the need to enhance students’ interest in their studies is a key objective for higher education institutions. Student engagement is one of the factors shown empirically to enhance student success at higher education institutions. The paper reports on the potential of digital storytelling in enhancing student engagement with their studies, amongst 29 final year pre-service student teachers at a large University of Technology in South Africa, as part of their assessment in their final year professional course. The reason for doing this research was due to the limited adoption of digital storytelling in conventional educational settings globally and the fact that little research has been done internationally and particularly in South Africa, into how digital storytelling can be a vehicle for expanding learning. The study was framed around the engagement construct involving qualitative methods of collecting data. Focus group interviews were conducted with the students and the facilitators of the project to elicit whether the production of digital stories led to student engagement. Focus group interviews were analyzed using inductive strategy. Results showed that the production of digital stories enhanced student engagement with their studies which led to high levels of reflection on the subject matter, which as a result led to a deep understanding of the subject matter. Findings of this study will contribute knowledge in the field which may be valuable in increasing student engagement with their studies.

Enhancing University Student Engagement Using Online Multiple Choice Questions and Answers  [PDF]
D. Biggins, E. Crowley, E. Bolat, M. Dupac, H. Dogan
Open Journal of Social Sciences (JSS) , 2015, DOI: 10.4236/jss.2015.39011

For many education providers, student engagement can be a major issue. Given the positive correlation between engagement and good performance, providers are continually looking for ways to engage students in the learning process. The growth of student digital literacy, the wide proliferation of online tools and the understanding of why online gaming can be addictive have combined to create a set of tools that providers can leverage to enhance engagement. One such tool is Peerwise, https://peerwise.cs.auckland.ac.nz/, an online, multiple choice question (MCQ) and answer tool in which students create questions that are answered by other students. Why use MCQs? Using MCQs tests knowledge, provides reassurance of learning, identifies gaps and makes this data available to student and provider. Students use this information to focus their time on areas requiring additional work [1], benefiting from the early feedback provided. Formative assess- ments using MCQs are beneficial in preparing students for summative testing and are appreciated and liked by students [2]. Providers can use this information to determine how the material is being received and react accordingly. Students use Peerwise to create MCQs that are answered, rated and commented on by their peers. Students’ engagement in Peerwise earns trophies for contributing regular use and for providing feedback, all of which act to stimulate further engagement, using the principles of gamification. Bournemouth University, a public university in the UK with over 18,000 students, has been embedding Peerwise in under-graduate and post-graduate units since 2014. The results experienced by Bournemouth University have been beneficial and correlate with other studies of using Peerwise [3] [4]. A statistically significant improvement was seen by one cohort of students compared to the previous year where Peerwise was not used. However, no correlation was found between Peerwise participation and a student’s unit mark. The processes followed by Bournemouth University and the advantages and disadvantages, backed by qualitative and quantitative data, will be presented so that other institutions can gain an informed view of the merits of Peerwise for their own teaching and learning environments.

Faculty and Administrative Partnerships: Disciplinary Differences in Perceptions of Civic Engagement and Service-Learning at a Large, Research-Extensive University  [cached]
Steven G. Buzinski,Paul Dean,Theresa A. Donofrio,Abram Fox
Partnerships : A Journal of Service-Learning and Civic Engagement , 2013, DOI: 10.7253/partj.v4i1.483
Abstract: In recent years, considerable energy has been expended attempting to define, evaluate and promote active learning pedagogies such as civic engagement and service-learning. Yet much of this scholarship treats civic engagement and service-learning at either a macroscopic level (studying an entire university system) or microscopic level (studying a particular course or project). There has been comparably less research examining how different disciplinary cultures influence the conceptualization and implementation of active learning pedagogies within individual institutions. This study draws on quantitative survey methodologies to examine faculty perceptions of civic engagement and service-learning at a major public research university within and across four disciplines: the Humanities, Behavioral and Social Sciences, Science, Technology, Engineering, and Mathematics (STEM), and the Applied Professions. Quantitative results reveal significant variance in disciplinary approaches to civic engagement and service-learning across a variety of measures including advocacy, concerns, and goals for active learning pedagogies. The findings suggest several strategies for recognizing disciplinary differences and encouraging collaboration among faculty and between disciplines on civic engagement and service-learning approaches in higher education.
Raising The Educational Standards Through Enhancing Children’s Thinking: Impl cations For Teacher Education
Yasemin G?DEK
Journal of Kirsehir Education Faculty , 2005,
Abstract: In this study, the main aim is to raise a fundamental question of whether there is any possible way of raising the educational standards in order to meet the demands of society. In this respect, firstly, the changing function of education and the significance of teaching children how to think and learn will be emphasised, and the importance of science education in children’s learning processes and the gradual improvement of science education will be examined. Secondly, in the light of learning theories, the changing notion of the learning process will be indicated, and the cognitive acceleration intervention programme of the CASE (Cognitive Acceleration through Science Education) project will be examined briefly. The necessity of instruction and intervention will be emphasised. Then, the programme and the findings of CASE will be debated. Finally, some suggestions for teacher education will be made.
Scaffolding Engagement in the Immersive t-MALL Classroom  [PDF]
Cécile Gabarre, Serge Gabarre, Rosseni Din, Parilah Shah, Aidah Abdul Karim
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.72035
Abstract: This paper focuses on engagement dynamics among foreign language students in coping within an immersive pedagogy in a tablet mobile assisted language learning (t-MALL) classroom ecology. This qualitative action research was implemented with 24 second-year undergraduates majoring in French as a foreign language in a Malaysian university. The pedagogical implementation included a task-based learning approach delivered according to personalized, meaningful and learner- controlled learning principles. In accordance with social constructivist theory, the implementation emphasized student-centered and controlled learning. Scaffolding choices involved instructor as well as peer and technological support in an immersive blended learning environment sustained with Facebook groups. The learners’ engagement was investigated according to grounded theory’s procedures. The learners’ perceptions of classroom learning processes were triangulated with the instructors’ reflections with a three-level coding applied to the constant comparative method of analysis. Findings supported the use of t-MALL as sustaining engagement in immersive learning environments. The learner-centered and controlled approach allowed just-in time triadic scaffolding which contributed to raising active participation throughout the tasks. The implementation of t-MALL enhanced the students’ perceptions of the learning environment which unleashed their willingness-to-communicate in the target language. Reaching volition further contributed to enhancing the students’ motivational factors of engagement towards acquisition and self-regulated learning. The discussion imparts recommendations and best practices towards efficient scaffolding for engaged language learning in immersive and participatory environments.
Enhancing Student Engagement through Small Group Pedagogies in a Large Class Environment  [PDF]
Ayse A. Bilgin, David Bulger, Greg Robertson, Sigurbjorg Gudlaugsdottir
Creative Education (CE) , 2012, DOI: 10.4236/ce.2012.326123
Abstract: Higher education institutions all over the world have been increasing their student intake due to higher demands for education, creating larger and larger classes. The problems of teaching a large class are widely recognized and various solutions have been suggested. The pedagogy literature establishes that learning outcomes and engagement for students in large classes are improved when students feel that they belong to small groups within the classes. This article describes recent changes to a second year statistics unit with large practicals aimed initially at promoting group work, and more generally at conferring some of the benefits of smaller classes. Specifically, we aimed to increase students’ interaction with tutors and each other, and to develop students' verbal communication skills and confidence through short unrehearsed presentations. Results of preliminary analysis of students’ responses to survey questions on their learning habits and learning environment showed that students are generally happy with the new learning space regardless of their age, gender and whether they were local or international students. Although students felt less comfortable presenting their solutions to the class, they found it worthwhile to listen to peers’ solution presentations. Overall, students found their peers and teaching staff to be supportive of their learning.
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