Lessons learned: Achieving institutional change in support of students in transition

2006 ◽  
Vol 2006 (114) ◽  
pp. 7-15 ◽  
Author(s):  
Mary Stuart Hunter
Keyword(s):  
Institutional Change ◽  
Lessons Learned ◽  
Students In Transition

scholarly journals Can Location Value Capture Pay for Transit? Organizational Challenges of Transforming Theory into Practice

2017 ◽  
Vol 55 (3) ◽  
pp. 743-771 ◽  
Author(s):  
Deborah Salon ◽  
Elliott Sclar ◽  
Richard Barone
Keyword(s):  
Institutional Change ◽  
Public Support ◽  
Lessons Learned ◽  
Organizational Mission ◽  
Value Capture ◽  
Transit Systems ◽  
Organizational Challenges ◽  
Institutional Authority ◽  
Transit Agencies ◽  
Acute Crisis

Successful public transit systems increase the value of locations they serve. Capturing this location value to help fund transit is often sensible, but challenging. This article defines location value capture and synthesizes lessons learned from six European and North American transit agencies that have experience with location value capture funding. The opportunities for and barriers to implementing location value capture fall into three categories: agency institutional authority, agency organizational mission, and public support for transit. When any of these factors is incompatible with a location value capture strategy, implementation becomes difficult. In four of the cases studied, dramatic institutional change was critical for success. In five cases, acute crisis was a catalyst for institutional change, value capture implementation, or both. Using value capture strategies to fund transit requires practitioners to both understand agency organizational constraints and view transit agencies as institutions that can transform in response to changing situations.

The Healthy Cities Movement

Urban Health ◽  
2019 ◽  
pp. 285-292
Author(s):  
Agis D. Tsouros
Keyword(s):  
Sustainable Development ◽  
Institutional Change ◽  
Lessons Learned ◽  
City Government ◽  
World Health ◽  
Healthy Cities ◽  
Political Commitment ◽  
Municipal Governments ◽  
The World ◽  
Innovative Action

The World Health Association Healthy Cities movement aims to engage municipal governments in a range of activities to generate health in cities, through political commitment, institutional change, capacity building, and innovative action for health, equity and sustainable development. At core, the movement aims to put health at the heart of social, economic, and cultural agendas of city government and has been at the forefront of a global move toward recognizing cities’ potential to transform themselves to improve their residents’ health. More than 100 cities are part of the WHO European Healthy Cities Network. This chapter discusses the vision behind, goals of, challenges faced by, and successes of the healthy cities movement, with an eye to lessons learned that can be applied more broadly to urban health.

Mind the Gap: Admin Activism, a Thought Piece in Process

Public ◽  
2021 ◽  
Vol 32 (64) ◽  
pp. 164-171
Author(s):  
Rachelle Dickenson
Keyword(s):  
Institutional Change ◽  
Lessons Learned ◽  
Professional Experience ◽  
Cultural Institutions ◽  
Art Galleries ◽  
Indigenous Methodologies

In this article, I describe the methodology I understand as admin activism within the context of cultural institutions to consider how we may generate sustainable, productive and enjoyable relationships in decolonial work. Admin activism includes specific priorities, behaviours, and strategies associated with decolonial resistances that can be mobilized by people working within art galleries, museums, and universities. Drawing from scholarly and grassroots practices of settler responsibility and Indigenous methodologies, my professional experience as a curator and educator, as well as important lessons learned from friends, colleagues and family, I intend this article to contribute to growing toolboxes for institutional change.

Gay, Lesbian, Bisexual, and Transgender Campus Support Offices: A Qualitative Study of Establishment Experiences

NASPA Journal ◽  
2001 ◽  
Vol 38 (4) ◽  
Author(s):  
Christina A. Ritchie ◽  
James H. Banning
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Qualitative Study ◽  
Institutional Change ◽  
Lessons Learned ◽  
Research Framework ◽  
Coding Strategies ◽  
Bisexual And Transgender ◽  
The Common ◽  
Qualitative Coding

The establishment experiences of how eight campus Gay, Lesbian, Bisexual and Transgender (GLBT) support offices were examined using a qualitative research framework. Each GLBT office provided documentation of its experiences and these documents were analyzed using both deductive and inductive qualitative coding strategies to discover the common themes and "lessons learned." The themes of "establishment" were linked to a set of strategies and tactics documented in literature as being important to the process of institutional change within higher education.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Experiences With and Lessons Learned From Developing, Implementing, and Evaluating a Support Program for Older Hearing Aid Users and Their Communication Partners in the Hearing Aid Dispensing Setting

2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer
Keyword(s):  
Large Scale ◽  
Hearing Aid ◽  
Critical Discussion ◽  
Lessons Learned ◽  
Research Note ◽  
Support Program ◽  
Large Sample Size ◽  
Long Term Effects ◽  
Communication Program ◽  
Communication Partners

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).

Maximizing Outcomes in Group Treatment of Aphasia: Lessons Learned From a Community-Based Center

2014 ◽  
Vol 24 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Darlene Williamson
Keyword(s):  
Group Treatment ◽  
Treatment Protocol ◽  
Lessons Learned ◽  
Group Program ◽  
Community Based ◽  
Multiple Treatment ◽  
Use Of Technology ◽  
Communication Impairments ◽  
Treatment Settings

Given the potential of long term intervention to positively influence speech/language and psychosocial domains, a treatment protocol was developed at the Stroke Comeback Center which addresses communication impairments arising from chronic aphasia. This article presents the details of this program including the group purposes and principles, the use of technology in groups, and the applicability of a group program across multiple treatment settings.

Experience With Grant Writing: Where Do I Even Begin?

2010 ◽  
Vol 11 (1) ◽  
pp. 21-24
Author(s):  
Nicole M. Mancini
Keyword(s):  
Lessons Learned ◽  
Economic Situation ◽  
Grant Writing ◽  
Personal Journey ◽  
Know How ◽  
Daunting Task

Abstract At first, grant writing may look like a daunting task. You may ask yourself, “Is it really worth the time and effort?” With today's economic situation, teachers and therapists need ways to supplement their programs and grants provide such an opportunity. However, many of us do not know how to get started. After a few experiences and many lessons learned, I have come to enjoy researching and writing grants to supplement my students' learning. It is well worth the time and effort. This article provides information about a personal journey, lessons learned, and resources to get you started.

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