FEMALE UNDERGRADUATE STEM PERSISTENCE: A FOCUS ON THE ROLE OF LIVING AND LEARNING COMMUNITIES

2016 ◽  
Vol 22 (4) ◽  
pp. 349-374
Author(s):  
Samantha Nix ◽  
Kari L. Roberts ◽  
Roxanne M. Hughes
Keyword(s):  
Learning Communities ◽  
Female Undergraduate ◽  
Stem Persistence

scholarly journals Study Circles in Online Learning Environment in the Spirit of Learning-Centered Approach

2017 ◽  
Vol 7 (2) ◽  
pp. 96-104 ◽  
Author(s):  
Szilvia Simándi
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Communities ◽  
Information Society ◽  
Online Learning Environment ◽  
Community Learning ◽  
Study Circles ◽  
Starting Point ◽  
Learning Centered

Abstract Introduction: In the era of information society and knowledge economy, learning in non-formal environments gets a highlighted role: it can supplement, replace or raise the knowledge and skills gained in the school system to a higher level (Forray & Juhász, 2008), as the so-called “valid” knowledge significantly changes due to the acceleration of development. With the appearance of information technology means and their booming development, the possibilities of gaining information have widened and, according to the forecasts, the role of learning communities will grow. Purpose: Our starting point is that today, with the involvement of community sites (e.g. Google+, Facebook etc.) there is a new possibility for inspiring learning communities: by utilizing the power of community and the possibilities of network-based learning (Ollé & Lévai, 2013). Methods: We intend to make a synthesis based on former research and literature focusing on the learning-centered approach, online learning environment, learning communities and study circles (Noesgaard & Ørngreen, 2015; Biggs & Tang, 2007; Kindström, 2010) Conclusions: The online learning environment can be well utilized for community learning. In the online learning environment, the process of learning is built on activity-oriented work for which active participation, and an intensive, initiative communication are necessary and cooperative and collaborative learning get an important role.

The Fairfield Makerspace

2019 ◽  
pp. 130-157
Keyword(s):  
Learning Communities ◽  
Transcendental Meditation ◽  
First Year ◽  
Community Practice ◽  
Sustainable Living ◽  
Green Belt ◽  
The University ◽  
The Town ◽  
University Community

The Fairfield Makerspace is located in the green belt corn growing area in the southeastern portion of Iowa, USA. The town hosts the Maharishi University of Management (MUM), which is unlike any university in the Midwest in that most members of the university community practice transcendental meditation (TM). This practice has led to a general misunderstanding between the university community and those that do not practice TM. MUM opened the Fairfield Makerspace in response to the mistrust between the town and the university. The role of the makerspace is to find commonality between communities in the areas of making and sustainable living. The space was finding its footing as it began their first year of operation. Learning communities are formed through workshops and special meetups called Transformation Tuesdays, where members upcycle items. This chapter explores the Fairfield Makerspace.

The Emergence of Social Presence in Learning Communities

2010 ◽  
pp. 22-38
Author(s):  
Antônio Carlos Soares Martins ◽  
Junia de Carvalho Fidelis Braga
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Environments ◽  
Complexity Theory ◽  
Social Presence ◽  
Graduate Program ◽  
Empirical Studies ◽  
Human And Social Sciences ◽  
Community Of Inquiry Framework

The discussions presented herein emerged from two empirical studies in progress:“Online Learning Communities in the Realm of Complexity” and “The Complexity of Learning Environments” in the Graduate Program in Applied Linguistics at Universidade Federal de Minas Gerais, Brazil. One of the major pillars of both studies centers around Complexity Theory. Initially arising from the natural sciences, Complexity Theory has been gaining ground in the comprehension of human and social sciences. This chapter presents some ideas regarding the role of social presence in both blended and online learning environments, in line with the Community of Inquiry Framework (Garrison, Anderson, & Archer, 2000). Moreover, the authors hope to contribute to a better understanding of patterns that emerge from social interactions as well as of the ideas embedded in learning communities as complex systems.

Employee resource groups as learning communities

2018 ◽  
Vol 37 (7) ◽  
pp. 634-648 ◽  
Author(s):  
Wendy M. Green
Keyword(s):  
Learning Communities ◽  
Learning And Development ◽  
Content Type ◽  
For Profit ◽  
Study Approach ◽  
The Usa ◽  
Employee Resource Groups ◽  
Executive Level

Purpose The purpose of this paper is to explore the role of employee resource groups (ERGs) in a multi-national, for-profit corporation. The paper focuses on how ERGs facilitate learning. Design/methodology/approach A qualitative case study approach was used to examine six social identity based ERGs in one multi-national for-profit organization headquartered in the USA. Findings The study found that ERGs facilitate learning and development activities in order to support their membership. ERGs, operating as communities of practice, also engaged in informal learning opportunities that were designed to shift perspectives of non-members and executive-level leaders in the organization. Originality/value There is a growing body of literature on ERGs across organizations and higher education that examine how these groups engage in activism, advocacy, recruitment, retention and education. This study examines the processes by which these groups facilitate learning and development activities and the benefits perceived by the membership. The paper provides value to human resources professionals and others who are interested in how ERGs function as learning communities and outcomes the membership perceive as most important.

The relationship between social capital and innovativeness climate in schools

2019 ◽  
Vol 34 (2) ◽  
pp. 232-244 ◽  
Author(s):  
Hanifi Parlar ◽  
Mahmut Polatcan ◽  
Ramazan Cansoy
Keyword(s):  
Social Capital ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Social Relationship ◽  
Content Type ◽  
Relationship Networks ◽  
Intermediary Role ◽  
The Relationship

Purpose Professional learning communities that merge under the same goal in schools where social relationship networks are strong can contribute to creating an atmosphere which provides a basis for innovativeness. In this study the relationships between social capital, innovativeness climate and professional learning communities were examined through the views of teachers working at public schools. The paper aims to discuss this issue. Design/methodology/approach The data of this study, which utilised correlational survey model, were collected from 734 teachers who work in the Umraniye district of Istanbul, Turkey. Findings The findings revealed that there is a positive and statistically significant correlation between social capital, innovativeness climate and professional learning communities. The results demonstrated that teachers’ perceptions of social capital in schools affected their perceptions of innovativeness climate and that professional learning communities had an intermediary role in this relationship. These findings showed that the richness in social relationship networks provided a basis for the development of innovative teaching practices in schools and the professional learning environments created in schools contributed to this process. Research limitations/implications In this study, the intermediary role of professional learning communities on the effect of social capital on innovativeness climate was analysed via teachers’ views. In the literature no study studying the relationship between social capital, innovativeness climate and professional learning communities was found. Practical implications It can be put forward that there is a need for studies that analyse the effect of the roots of social capital on innovativeness culture to identify other variables that may potentially be relevant. In addition, this study may be a contribution to the literature by providing a study on the concepts of social capital and innovativeness climate, which were studied in the fields of social sciences extensively, in educational settings and this supports the field through theoretical and empirical studies. Originality/value This study demonstrated the effects of the concept of social capital on innovativeness climate which provides a basis for innovativeness in educational institutions. This topic is currently on the agenda of the OECD and World Bank. Moreover, this study aims to show the intermediary role of professional learning communities in the relationship between social capital and innovativeness climate.

scholarly journals Too Many Hats? Conflicts of Interest in Learning Community Faculty Roles

2019 ◽  
Vol 6 ◽  
pp. 238212051982789
Author(s):  
Peter Gliatto ◽  
Jorie M Colbert-Getz ◽  
Monica Bhutiani ◽  
William B Cutrer ◽  
Sharon Edwards ◽  
...  
Keyword(s):  
Learning Communities ◽  
Learning Community ◽  
Conflicts Of Interest ◽  
Medical Schools ◽  
Regulatory Requirements ◽  
Faculty Roles ◽  
Academic Counseling ◽  
Accreditation Standard ◽  
Wide Range

Purpose: Many US medical schools have adopted learning communities to provide a framework for advising and teaching functions. Faculty who participate in learning communities often have additional educator roles. Defining potential conflicts of interest (COIs) among these roles is an important consideration for schools with existing learning communities and those looking to develop them, both for transparency with students and also to comply with regulatory requirements. Methods: A survey was sent to the institutional contact for each of the 42 Learning Communities Institute (LCI) member medical schools to assess faculty opinions about what roles potentially conflict. The survey asked the role of learning community faculty in summative and formative assessment of students and whether schools had existing policies around COIs in medical education. Results: In all, 35 (85%) LCI representatives responded; 30 (86%) respondents agreed or strongly agreed that learning community faculty should be permitted to evaluate their students for formative purposes, while 19 (54%) strongly agreed or agreed that learning community faculty should be permitted to evaluate their students in a way that contributes to a grade; 31 (89%) reported awareness of the accreditation standard ensuring “that medical students can obtain academic counseling from individuals who have no role in making assessment or promotion decisions about them,” but only 10 (29%) had a school policy about COIs in education. There was a wide range of responses about what roles potentially conflict with being a learning community faculty. Conclusion: The potential for COIs between learning community faculty and other educator roles concerns faculty at schools with learning communities, but most schools have not formally addressed these concerns.

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