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Leaving Colleges of Education Behind: Re-visioning Roles Through Community Partnerships
Unformatted Document Text:  incommensurate, are more integrated through our participation and projections associated with the community revitalization project. E. Implication for Action: Outline what concrete changes, activities, policies, research, or other outcomes can result from this work. One of the most exciting things about the project we will describe is the convergence of interests that have occurred through the re-vitalization efforts. The public schools have recognized the need to change their image. The neighborhood north of campus has suffered 50 years of neglect and decay, impacting the economic viability of the area. Social agencies, community arts programs, contractors and business leaders have all become involved and invested in this project. The opportunities for the College of Education are both immediate involvement and long-term collaborations that allow us to re-invent, for the 21 st century, the vital role education can play in the economic, social, health, and artistic wellness of our community. This relational dimension (Rice, 2005) may re-define our work, providing a more holistic perspective for measuring our successes and placing value on our work. Section II: Outcomes and Methods A. Learner/participant outcomes: Describe what you intend the participants to learn during the session. University communities have typically been isolated and often proud of being disconnected from the towns where they are located. With little thought to the complex relationships among education, economic development, community participation, social agency, and wellness, colleges of education have blurred vision both in terms of the fragmentation of the work we do and the lack of focus we have on the bigger picture of social and economic change. We hope, through panel descriptions of the projects we have begun, to engage participants in envisioning both their relationships with the communities that contain them and in our roles as social and economic agents with a more focused existence. B. Methods: Describe how you will design the session so that the learner/participant outcomes are achieved. The paper will discuss our work in these areas: 1. Relational dimensions – 2. Narrative history project – 3. Tai Chi and well-ness – 4. Service learning - 5. Seamless teacher education – 6. Community gatherings – 7. Birth-to-death wellness and education –

Authors: Fleener, M. Jayne., Exner, Patricia., Gothreaux, Chad. and Hondzinski, Jan.
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background image
incommensurate, are more integrated through our participation and projections associated
with the community revitalization project.
E.
Implication for Action: Outline what concrete changes, activities, policies, research, or
other outcomes can result from this work.
One of the most exciting things about the project we will describe is the
convergence of interests that have occurred through the re-vitalization efforts. The public
schools have recognized the need to change their image. The neighborhood north of
campus has suffered 50 years of neglect and decay, impacting the economic viability of
the area. Social agencies, community arts programs, contractors and business leaders
have all become involved and invested in this project. The opportunities for the College
of Education are both immediate involvement and long-term collaborations that allow us
to re-invent, for the 21
st
century, the vital role education can play in the economic, social,
health, and artistic wellness of our community. This relational dimension (Rice, 2005)
may re-define our work, providing a more holistic perspective for measuring our
successes and placing value on our work.


Section II: Outcomes and Methods
A. Learner/participant outcomes: Describe what you intend the participants to learn during
the session.
University communities have typically been isolated and often proud of being
disconnected from the towns where they are located. With little thought to the complex
relationships among education, economic development, community participation, social
agency, and wellness, colleges of education have blurred vision both in terms of the
fragmentation of the work we do and the lack of focus we have on the bigger picture of
social and economic change. We hope, through panel descriptions of the projects we
have begun, to engage participants in envisioning both their relationships with the
communities that contain them and in our roles as social and economic agents with a
more focused existence.
B. Methods:
Describe
how you will design the session so that the learner/participant
outcomes are achieved.
The paper will discuss our work in these areas:
1. Relational dimensions –
2. Narrative history project –
3. Tai Chi and well-ness –
4. Service learning -
5. Seamless teacher education –
6. Community gatherings –
7. Birth-to-death wellness and education –


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