scholarly journals Rainwater Harvesting for Campus Student Center: A Sustainable, Community-Orientated Senior Design Project

2014 ◽  
Vol 9 (1) ◽  
pp. 117-137 ◽  
Author(s):  
Shanon Reckinger ◽  
Joseph Bocchino ◽  
Andrew Jackowitz ◽  
John Perry
Keyword(s):  
Undergraduate Students ◽  
Rainwater Harvesting ◽  
Piping System ◽  
Water Usage ◽  
Community Based ◽  
Senior Design ◽  
Drainage Line ◽  
Student Center ◽  
The University ◽  
Maintenance Plan

A team of three mechanical engineering senior undergraduate students and one faculty member designed and installed a rainwater harvesting system in the University’s student center.  After an extensive analysis of the piping system, the team was able to use existing rain leaders and piping to move all the rainwater from the third floor patio to a mechanical room located on the first level of the building.  In the mechanical room, the piping system was redesigned to route the collected water into a large storage tank.  From the tank, the rainwater was pumped into the irrigation line and used to water a large portion of the campus lawns and greenery. In addition, the system incorporated an overflow feature, a drainage line, a new pump, a flow meter to track water usage (which was previously never tracked at the University), a design where regular flushing of the system is automatic, and a maintenance plan.  The harvested rainwater could also potentially be used to fill up the University watering trucks to water the flowers, shrubs, and greenery that covers the 200-acre campus.  Students found that this community-based project opened their eyes to sustainability, the environment, and was rewarding work.  

scholarly journals A campus climate survey on diversity and inclusion: a factor analysis

2017 ◽  
Author(s):  
◽  
Jeffrey Fischer
Keyword(s):  
Factor Analysis ◽  
Undergraduate Students ◽  
Internal Consistency ◽  
White Students ◽  
Students Of Color ◽  
Campus Climate ◽  
University Of Missouri ◽  
Diversity And Inclusion ◽  
Student Center ◽  
The University

In the 12 of 2015, racial tensions on the University of Missouri - Columbia (MU) campus led to the high-profile protest movement Concerned Student 1950, which culminated in the resignations of the university system president and the chancellor of the university (Hoffman and Mitchell, 2016). In the weeks before the resignations, the present researcher and his former classmate, both students at MU, had been constructing a survey to measure the prevailing campus climate perceptions among MU students, faculty and staff as part of a project for an educational and psychological measurement course. The completed survey was approved by the course instructor, reviewed by class members and subsequently administered to 229 individuals, primarily students, in the university student center on December 3, 2015. Preliminary results from the survey were shared in class and were also distributed to two administrators in the inclusion, diversity and equity office and the dean of the university's College of Education. This study examines the psychometric properties of the campus climate survey on diversity and inclusion by conducting a factor analysis on its 16 Likert-scale items and analyzing the factor scores as they relate to participant demographics. Sample data from undergraduate students (n = 215) was utilized in an effort to identify underlying factor structures. Two primary factors emerged from the data: Factor 1, desire for diversity and inclusion initiatives, for which six items were retained, and Factor 2, sense of comfort and belonging, for which three items were retained. Desire for diversity and inclusion initiatives (Factor 1) measures a respondent's desire for a more diverse campus population as well as initiatives to increase cross-cultural experiences and understanding, while sense of comfort and belonging (Factor 2) measures whether an individual enjoys being a student and feels a sense of inclusion and comfort on campus. Internal consistency for the subscale scores was .92 and .73 for Factor 1 and Factor 2, respectively. Internal consistency for the whole scale was .68. Desire for diversity and inclusion initiatives (Factor 1) was higher for students of color than for White students, and it correlated positively with frequency of discrimination or harassment experiences. Sense of comfort and belonging (Factor 2) was lower for students of color than for White students, and it correlated negatively with frequency of discrimination or harassment experiences.

scholarly journals Community-based Project Module: A service-learning module for the Faculty of Engineering, Built Environment and Information Technology at the University of Pretoria

2014 ◽  
pp. 269-282 ◽  
Author(s):  
Martina Jordaan
Keyword(s):  
Information Technology ◽  
Service Learning ◽  
Built Environment ◽  
Undergraduate Students ◽  
Physical Sciences ◽  
Community Based ◽  
Non Profit ◽  
University Of Pretoria ◽  
Student Projects ◽  
The University

In 2005, the Faculty of Engineering, Built Environment and Information Technology (EBIT) at the University of Pretoria, implemented a compulsory module, the Community-based Project Module, for all its undergraduate students. The module is an eight-credit module (80 hours) that is offered on an open-ended and project-orientated basis. A large number of students are registered (±1 600 students per year) and work on more than 590 projects, with more than 400 community partners annually. The module requires students to work in the community for at least 40 hours, during which time they address a specific need in the community. They subsequently have to complete various assignments where they reflect on their experiences. Popular student projects include teaching Mathematics and Physical Sciences at secondary schools, doing renovation projects, repairing old computers for schools and non-profit organisations, and teaching basic computer skills to community members.

scholarly journals Prevalence of Strox Smoking Among University Students in Cairo, Egypt

2020 ◽  
Vol 13 (1) ◽  
pp. 425-429
Author(s):  
Ahmed M. M. Hashim ◽  
Ahmed M. Hassan ◽  
Ghada Essam El-Din Amin ◽  
Mohamed Farouk Allam
Keyword(s):  
Undergraduate Students ◽  
Prevalence Rate ◽  
Peer Pressure ◽  
Cross Sectional Study ◽  
Smoking History ◽  
New Psychoactive Substances ◽  
Community Based ◽  
Cross Sectional ◽  
Associated Risk Factors ◽  
The University

Background: In Egypt, the prevalence rate of New Psychoactive Substances (NPSs) use is severely underestimated. In the last 5 years, several non-scientific reports have demonstrated the presence of an emergent, cheap NPSs that has taken the name of “Strox” or “Egyptian Spice”. The objective of this study was to estimate the prevalence rate of Strox smoking among undergraduate students attending Ain Shams University (ASU), Cairo (Egypt). Methods: A cross-sectional study was conducted in five non-medical colleges of ASU, namely, Law, Commerce, Computer Science, Engineering, and Literature. Participants were recruited using a convenient sampling method and were asked about NPSs use. Data were collected using the Marijuana Smoking History Questionnaire (MSHQ) developed by Bonn-Miller and Zvolensky (2009). The questionnaire was translated and modified to reflect Egyptian slang and culture. Results: This study included 558 students, 422 (75.6%) males and 136 (24.4%) females. The results showed that 189 (33.9%) were current tobacco smokers, 51 (9.1%) were smokers of substances other than tobacco, 45 (8.1%) were cannabis smokers, 38 (6.8%) were Strox smokers, and 3 (0.5%) were Voodoo smokers. When students were asked about their reasons for smoking Strox, they cited the following motivations: to achieve a feeling of euphoria(28.9%), depression (23.7%), experimentation (23.7%), peer pressure (21.1%), and having excess money (2.6%). The results showed a clear association between tobacco and cannabis smoking and consumption of Strox. Conclusion: Although the prevalence rates of NPSs usage as observed in this study were not high, higher rates could be expected in other communities outside of the university. Community-based studies are needed to estimate the magnitude of NPSs use in Egypt and the associated risk factors.

From Volunteering to Academic Programming: A Case Example

2016 ◽  
Vol 1 (17) ◽  
pp. 7-11 ◽  
Author(s):  
Cindy Gill ◽  
Sneha Bharadwaj ◽  
Nancy Quick ◽  
Sarah Wainscott ◽  
Paula Chance
Keyword(s):  
Special Needs ◽  
Cultural Relevance ◽  
Master's Program ◽  
Speech Language Pathology ◽  
Community Based ◽  
Charitable Organization ◽  
Language Pathology ◽  
The University

A speech-language pathology master's program that grew out of a partnership between the University of Zambia and a U.S.-based charitable organization, Connective Link Among Special needs Programs (CLASP) International, has just been completed in Zambia. The review of this program is outlined according to the suggested principles for community-based partnerships, a framework which may help evaluate cultural relevance and sustainability in long-term volunteer efforts (Israel, Schulz, Parker, & Becker, 1998).

Sustaining University-Community Partnerships in Indigenous Communities: Five Lessons from Papakōlea

2019 ◽  
Vol 16 (1-2) ◽  
pp. 35-63
Author(s):  
Robert Agres ◽  
Adrienne Dillard ◽  
Kamuela Joseph Nui Enos ◽  
Brent Kakesako ◽  
B. Puni Kekauoha ◽  
...  
Keyword(s):  
Learning Community ◽  
Ways Of Knowing ◽  
Indigenous Communities ◽  
Community Based ◽  
Urban And Regional Planning ◽  
Culture Of Learning ◽  
Community Values ◽  
University Of Hawai'i ◽  
The University

This resource paper draws lessons from a twenty-year partnership between the Native Hawaiian community of Papakōlea, the Hawai‘i Alliance for Community-Based Economic Development, and the Department of Urban and Regional Planning at the University of Hawai‘i. Key players and co-authors describe five principles for sustained partnerships: (1) building partnerships based upon community values with potential for long-term commitments; (2) privileging indigenous ways of knowing; (3) creating a culture of learning together as a co-learning community; (4) fostering reciprocity and compassion in nurturing relationships; and (5) utilizing empowering methodologies and capacity-building strategies.

scholarly journals Dental Education during the COVID-19 Pandemic in a German Dental Hospital

2021 ◽  
Vol 18 (13) ◽  
pp. 6905
Author(s):  
Julia Winter ◽  
Roland Frankenberger ◽  
Frank Günther ◽  
Matthias Johannes Roggendorf
Keyword(s):  
Undergraduate Students ◽  
Dental Treatment ◽  
Dental Education ◽  
Full Recovery ◽  
Patient Treatment ◽  
Mouth Rinse ◽  
Rubber Dam ◽  
Dental Hospital ◽  
The University ◽  
Student Assistants

Due to the SARS-CoV-2 pandemic, dental treatment performed by undergraduate students at the University of Marburg/Germany was immediately stopped in spring 2020 and stepwise reinstalled under a new hygiene concept until full recovery in winter 2020/21. Patient treatment in the student courses was evaluated based on three aspects: (1) Testing of patients with a SARS-CoV-2 Rapid Antigen (SCRA) Test applied by student assistants (SA); (2) Improved hygiene regimen, with separated treatment units, cross-ventilation, pre-operative mouth rinse and rubber dam application wherever possible; (3) Recruitment of patients: 735 patients were pre-registered for the two courses; 384 patients were treated and a total of 699 tests with the SCRA test were performed by SAs. While half of the patients treated in the course were healthy, over 40% of the patients that were pre-registered but not treated in the course revealed a disease being relevant to COVID (p < 0.001). 46 patients had concerns to visit the dental hospital due to the increase of COVID incidence levels, 14 persons refused to be tested. The presented concept was suitable to enable patient treatment in the student course during the SARS-CoV-2 pandemic.

Correlating entrance data and first year academic performance of students enrolled in the Integrated Master in Mechanical Engineering at the University of Porto

2021 ◽  
pp. 030641902110156
Author(s):  
TMGP Duarte ◽  
AM Lopes ◽  
LFM da Silva
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Undergraduate Students ◽  
Mechanical Engineering ◽  
Institutional Factors ◽  
First Year ◽  
Female Type ◽  
The University ◽  
First Year University ◽  
Over Time

Understanding how the academic performance of first year undergraduate students is influenced by home, personal and institutional factors is fundamental to delineate policies able to mitigate failure. This paper investigates possible correlations between the academic performance of students at the end of high school with their achievements at the end of first year university. Data for students in the Integrated Master in Mechanical Engineering (MIEM) program within the Faculty of Engineering at the University of Porto are analysed for the period 2016/2017 to 2019/2020. The students’ performance is measured by two metrics and the students are structured as a whole and by groups, according to their gender (Male/Female), type of secondary school (Public/Private), living place (Away/Home) and the rank of MIEM in their application list of options (Option 1/Option 2–6). The information is organized statistically and possible correlations between the data are investigated. The analysis reveals limited correlation between the two metrics, meaning that all students may exhibit good or poor results at the end of first year in MIEM, independent of their status at entrance. An unanticipated pattern is exhibited for the group Option 2–6, since it shows that, despite entering into MIEM without top application marks, the students in this group can perform as well as the others. This behavior is consistent over time.

scholarly journals Innovative Partnership Between Primary Care, AAA, and Academia Connects 4Ms and Social Determinants of Health

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 107-107
Author(s):  
Suzanne Leahy ◽  
Katie Ehlman ◽  
Lisa Maish ◽  
Brad Conrad ◽  
Jillian Hall ◽  
...  
Keyword(s):  
Older Adults ◽  
Primary Care ◽  
Health System ◽  
Preliminary Evaluation ◽  
Language And Literacy ◽  
Community Based ◽  
Primary Care Clinics ◽  
College Of Nursing ◽  
Value Based Care ◽  
The University

Abstract Nationally, there is a growing focus on addressing geriatric care in primary care settings. HRSA’s Geriatric Workforce Enhancement Program (GWEP) has called for academic and health system partners to develop a reciprocal, innovative, cross-sector partnership that includes primary care sites and community-based agencies serving older adults. Through the University of Southern Indiana’s GWEP, the College of Nursing and Health Professions, the Deaconess Health System, three primary care clinics, and two Area Agencies on Aging (AAA) have joined to transform the healthcare of older adults regionally, including rural residents in the 12-county area. Core to the project is a value-based care model that “embeds” AAA care managers in primary care clinics. Preliminary evaluation indicates early success in improving the healthcare of older adults at one primary clinic, where clinical teams have referred 64 older adult patients to the AAA care manager. Among these 64 patients, 80% were connected to supplemental, community-based health services; 22% to programs addressing housing and transportation; and, nearly 10% to a range of other services (e.g., job training; language and literacy; and technology). In addition to presenting limited data on referred patients and referral outcomes, the presentation will share copies of the AAA referral log, to illustrate how resources were categorized by SDOH and added to support integration of the 4Ms.

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