Lessons learned: A case study of an integrated way of teaching introductory physics to at-risk students at Rutgers University

1999 ◽  
Vol 67 (9) ◽  
pp. 810-818 ◽  
Author(s):  
E. Etkina ◽  
K. Gibbons ◽  
B. L. Holton ◽  
G. K. Horton
Keyword(s):  
At Risk ◽  
At Risk Students ◽  
Lessons Learned ◽  
Introductory Physics ◽  
Rutgers University

Negotiating the boundaries between the formal and the informal: An experienced teacher's reflective adaptations of informal learning in a keyboard class for at-risk students

2016 ◽  
Vol 33 (3) ◽  
pp. 309-326 ◽  
Author(s):  
Pamela Costes-Onishi
Keyword(s):  
At Risk ◽  
Informal Learning ◽  
Student Learning ◽  
At Risk Students ◽  
Experienced Teachers ◽  
Formal And Informal Learning ◽  
Pedagogical Approaches

The objective of this study is to address the important questions raised in literature on the intersections between formal and informal learning. Specifically, this will be discussed within the concept of ‘productive dissonance’ and the pedagogical tensions that arise in the effort of experienced teachers to transition from the formal to the informal. This case study discusses the issues that ensue when strict demarcations between formal and informal are perceived, and demonstrates that the former is vital to the facilitation of the latter. The blurring of formal and informal pedagogical approaches has shown that the concept of ‘critical musicality’ becomes more apparent in student learning and that engagement increases especially among at-risk students.

scholarly journals Scaling virtual health at the epicentre of coronavirus disease 2019: A case study from NYU Langone Health

2020 ◽  
pp. 1357633X2094139
Author(s):  
Jason Sherwin ◽  
Katharine Lawrence ◽  
Veronica Gragnano ◽  
Paul A Testa
Keyword(s):  
Health Care ◽  
At Risk ◽  
Health Systems ◽  
Health Care Delivery ◽  
Care Delivery ◽  
Lessons Learned ◽  
Virtual Care ◽  
Health Enterprise

The coronavirus disease 2019 (COVID-19) pandemic has accelerated the drive of health-care delivery towards virtual-care platforms. While the potential of virtual care is significant, there are challenges to the implementation and scalability of virtual care as a platform, and health-care organisations are at risk of building and deploying non-strategic, costly or unsustainable virtual-health systems. In this article, we share the NYU Langone Health enterprise approach to building and scaling an integrated virtual-health platform prior to and during the COVID-19 pandemic, and offer lessons learned and recommendations for health systems that need to undertake or are currently undertaking the transition to virtual-care delivery.

The Rutgers open access policy goes into effect

2019 ◽  
Vol 40 (1/2) ◽  
pp. 59-73 ◽  
Author(s):  
Jane Johnson Otto ◽  
Laura Bowering Mullen
Keyword(s):  
Open Access ◽  
Doctoral Students ◽  
Lessons Learned ◽  
Successful Implementation ◽  
University Policy ◽  
Content Type ◽  
Access Policy ◽  
Rutgers University ◽  
Implementation Planning

Purpose From laying the groundwork for the successful passage of a university-wide open access (OA) policy, through the development and planning that goes into a successful implementation, to “Day One” when the official university policy goes into effect, there is a long list of factors that affect faculty interest, participation and compliance. The paper aims to discuss this issue. Design/methodology/approach The authors, Mullen and Otto, having detailed earlier aspects of the Rutgers University OA policy passage and implementation planning, analyze and share the specifics that followed the rollout of the policy and that continue to affect participation. Findings This case study presents some strategies and systems used to enhance author self-archiving in the newly minted Scholarly Open Access at Rutgers (SOAR) portal of the Rutgers institutional repository, including involvement of departmental liaison librarians, effective presentation of metrics and a focus on targeted communication with faculty. Originality/value Roadblocks encountered as faculty began to deposit their scholarship and lessons learned are a focus. Early reaction from faculty and graduate students (doctoral students and postdocs) to various aspects of the policy as well as the use of SOAR for depositing their work are included.

A Case Study of Supplemental Instruction in Biology Focused on At-Risk Students

BioScience ◽  
1993 ◽  
Vol 43 (10) ◽  
pp. 709-711 ◽  
Author(s):  
Stephen B. Shaya ◽  
Howard R. Petty ◽  
Leslie Isler Petty
Keyword(s):  
At Risk ◽  
At Risk Students ◽  
Supplemental Instruction

scholarly journals Getting Heard: The CRASH Project, A Case Study of Community Involvement with “At Risk” Secondary School Students

1997 ◽  
Author(s):  
Lloyd Martin ◽  
Keith Sullivan ◽  
Marcia Norton
Keyword(s):  
At Risk ◽  
Secondary School ◽  
Secondary Students ◽  
Community Involvement ◽  
Local Community ◽  
At Risk Students ◽  
Central Feature ◽  
School Students ◽  
Safe Place

The CRASH (Cultural, Recreational, Academic, Skills for life, and Health) programme was designed for “at risk” secondary students and ran for the 1996 and 1997 school years in a multi-ethnic Porirua secondary school. The research which accompanied the project derives its strength from the triangulation of the experiences and perceptions of the teachers, the CRASH course tutors (local community youthworkers) and the students. The research has developed theoretical and practical understandings of the achievements and shortcomings of the project. This particular article provides an overview of the CRASH programme and focuses specifically on the students’ perspective. CRASH was found to be a positive experience for the students who participated, at least in the short term. A central feature of the programme’s success was the ability of successful tutors both to create a safe place for “at risk” students and to assist them in “getting heard”.

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