Activating Activists

2022 ◽  
pp. 805-825
Author(s):  
Justin M. Smith ◽  
Elizabeth A. Bradshaw
Keyword(s):  
Community Engagement ◽  
Community Organizing ◽  
Practical Importance ◽  
Writing Skills ◽  
Learning Objectives ◽  
Grant Writing ◽  
Political Advocacy ◽  
Learning Skills ◽  
Policy Proposal ◽  
Primary Focus

The purpose of this chapter is to demonstrate the pedagogical and practical importance of learning skills around political advocacy and community engagement in prison-based classes. The primary focus of the exercises described here is upon engaging students in exercises that develop their skills in advocating for social policies that affect them directly. Learning objectives include understanding the challenges of community organizing and consensus-building, developing policy proposal- and grant-writing skills, and developing skills around public messaging.

Activating Activists

2020 ◽  
pp. 216-240
Author(s):  
Justin M. Smith ◽  
Elizabeth A. Bradshaw
Keyword(s):  
Community Engagement ◽  
Community Organizing ◽  
Practical Importance ◽  
Writing Skills ◽  
Learning Objectives ◽  
Grant Writing ◽  
Political Advocacy ◽  
Learning Skills ◽  
Policy Proposal ◽  
Primary Focus

The purpose of this chapter is to demonstrate the pedagogical and practical importance of learning skills around political advocacy and community engagement in prison-based classes. The primary focus of the exercises described here is upon engaging students in exercises that develop their skills in advocating for social policies that affect them directly. Learning objectives include understanding the challenges of community organizing and consensus-building, developing policy proposal- and grant-writing skills, and developing skills around public messaging.

scholarly journals The Effect on Learning Objectives and Outcomes of Students’ Inability to Develop Language Competencies for Appropriate Communication at the Undergraduate Level

2020 ◽  
Vol 2 (3) ◽  
pp. p64
Author(s):  
Casimir Adjoe ◽  
Rosemary Kimani
Keyword(s):  
Learning Outcomes ◽  
Undergraduate Students ◽  
Random Sampling ◽  
Writing Skills ◽  
Learning Objectives ◽  
Communication Studies ◽  
Undergraduate Level ◽  
English Writing ◽  
Linguistic Ethnography ◽  
Language Competencies

The ability to communicate is a skill needed for beneficial learning outcomes. It is likewise needed for functioning in our connected world and spaces. However, undergraduate writing still gives the impression of poor English writing skills and inadequate communication. The paper takes a linguistic ethnography approach to examine the effects of poor English writing skills on the learning objectives and communication of undergraduate students. Using a random sampling of 37 examination scripts of Communication Studies students and their analysis through a revised version of Bloom’s taxonomy of educational objectives, the study suggests that poor English writing skills and the inability to communicate are likely among the effects of the inability of undergraduate students to acquire competence at the comprehension, analysis, synthesis, and evaluation tasks needed to enable them compose knowledge and meaningful messages as well as to communicate them. The study, therefore, suggests the need for investigating practical steps that can be taken to assist students with poor English writing competencies and skills to access knowledge and be able to produce knowledge in their learning situations, and further still, be able to communicate their knowledge as competently as possible without an overemphasis on grammatical correctness as the goal.

scholarly journals Metode Dan Strategi Pengajaran Membaca pada Pembelajaran Bahasa Arab Bagi Pemula

2020 ◽  
Vol 8 (1) ◽  
pp. 92
Author(s):  
Sitti Aisyah Chalik
Keyword(s):  
Foreign Language ◽  
Reading Skills ◽  
Language Skills ◽  
Writing Skills ◽  
Learning Objectives ◽  
Basic Skill ◽  
Listening Skills ◽  
Speaking Skills

This paper discusses the methods and strategies of reading in Arabic lessons. As is well known that language skills include four aspects,  namely  speaking skills, writing skills, reading skills, and listening skills. At the beginner level, reading is a basic skill that must be mastered by everyone who wants to    learn Arabic as a foreign language and as is well known that Arabic is a Foreign Language for non-Arabs. Teaching Arabic which is a foreign language requires various methods and strategies appropriate so that learning objectives can be achieved effectively and efficiently.

Connecting with Community: The Importance of Community Engagement in Rural Public Library Systems

2016 ◽  
Author(s):  
Vivian Howard ◽  
Heather Reid
Keyword(s):  
Nova Scotia ◽  
Community Engagement ◽  
Rural Population ◽  
Public Libraries ◽  
Public Library ◽  
Population Rurale ◽  
Primary Focus

Urban public library systems have been the primary focus of study for community engagement and community-led approaches. Nova Scotia is largely rural and sparsely populated, with a dwindling and aging rural population. This presentation examines how community engagement can connect Nova Scotia’s rural public libraries with their communities. Les systèmes de bibliothèques publiques urbaines ont été le principal objet d’investigation pour l'étude de l'engagement communautaire et des approches à visée communautaire. La Nouvelle-Écosse est essentiellement rurale et peu peuplée, avec une population rurale en déclin et vieillissante. Cet article examine comment l'engagement communautaire peut établir la connexion entre les bibliothèques publiques rurales de la Nouvelle-Écosse et leurs communautés.

scholarly journals METODE SUGGESTOPEDIA DAN IMPLIKASINYA DALAM PEMBELAJARAN BAHASA ARAB KETERAMPILAN MENGARANG (INSYĀ’)

2020 ◽  
Vol 4 (01) ◽  
pp. 1-30
Author(s):  
Fakturmen Fakturmen
Keyword(s):  
Literature Review ◽  
Learning Environment ◽  
Learning Strategies ◽  
Research Method ◽  
Writing Skills ◽  
Learning Objectives ◽  
Instructional Media ◽  
Related Literature ◽  
Learning Techniques ◽  
Innovative Learning

One of the innovative learning methods today is the Suggestopedia method. This article aims to examine the theory of suggestopedia and its implications in learning Arabic writing skills (insyā’). The research method of this article uses a literature review. Sources of data obtained from the exploration of literature related literature studies. Data is examined critically and deeply through data triangulation. The results of the analysis of this article are that the suggestopedia method has implications in learning Arabic writing skills (insyā’) on several aspects, including aspects of learning objectives, aspects of learning techniques, aspects of learning strategies, aspects of instructional media, aspects of the learning environment, and aspects of learning levels.

Developing Grant Writing Skills to Translate Practice Dreams Into Reality

2013 ◽  
Vol 24 (2) ◽  
pp. 177-185
Author(s):  
Ruth Lindquist ◽  
Niloufar Hadidi
Keyword(s):  
Health Care ◽  
Patient Outcomes ◽  
Financial Support ◽  
Writing Skills ◽  
Advanced Practice Nurses ◽  
Grant Writing ◽  
Advanced Practice ◽  
Practice Nurses ◽  
Potential Efficacy ◽  
Improve Patient

In an era of health care reform and limited financial support, good ideas for changes in clinical practice may await the available time, resources, and attention that are required to test and implement them. Developing grant writing skills is a way to attract resources to explore the feasibility and potential efficacy of changes to improve patient outcomes or efficiencies of care. This article describes the purpose of grant writing by advanced practice nurses (APNs), discusses the needs for and benefits of grant writing, identifies types and sources of available grants, describes potential roles of APNs in grant writing, describes ways to overcome barriers to grant writing, and presents strategies for writing winning grants to develop and improve practice in acute and critical care settings. These strategies will help APNs get started and provide a guide to follow in writing their first grant or will refresh their existing grant writing skills.

English Majors’ Perceptions of Autonomous Learning Skills and Their Writing Performance in an E-portfolio-based Writing Course

2021 ◽  
Vol 7 (5) ◽  
pp. 577-590
Keyword(s):  
Peer Assessment ◽  
Writing Skills ◽  
Autonomous Learning ◽  
Learning Goals ◽  
Rank Test ◽  
Structured Interviews ◽  
Learning Skills ◽  
Writing Course ◽  
English Majors ◽  
The Individual

This paper aimed to scrutinize English majors’ perceptions of autonomous learning skills and explore whether or not their writing skills improved after a 15-week writing course with the employment of an e-portfolio as a learning tool. This mixed-methods study involved thirty-five English majors at a Vietnamese university in doing the mid-term test and final test and reporting their writing progress as well as their autonomous learning in the writing logs throughout the course and during the individual semi-structured interviews. The quantitative data were statistically processed using SPSS in terms of descriptive statistics and Wilcoxon signed rank test, and the data obtained from the interviews and writing logs were analyzed through the content analysis approach. The findings indicated the significant improvement in the English majors’ writing skills. Furthermore, the participants had positive attitudes toward the autonomous learning skills (e.g., setting learning goals, choosing learning materials, creating a study plan, writing reflections, and conducting peer assessment) except for the hesitation in conducting self-assessment during the training course. Received 9thDecember 2020; Revised 2nd May 2021; Accepted 20th June 2021

The Community Engagement Portfolio: Documenting Faculty Community Engagement

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Scott Greenberger ◽  
Morgan McNaughton
Keyword(s):  
Community Engagement ◽  
Reflective Practice ◽  
Advisory Board ◽  
Editorial Team ◽  
Executive Editor ◽  
The Third ◽  
The Past ◽  
Peer Reviewers ◽  
Primary Focus

As we complete our third issue, it is important to reflect on the success our journal has achieved over the past 2 years. As mentioned in the first editorial, the purpose of the Journal of Scholarly Engagement is to address the need to provide an effective and innovative way to document unconventional scholarship in the Boyer domains of scholarship of application and integration (Boyer, 1990; Greenberger & Mandernach, 2018). Although the journal accepts empirical and theoretical scholarship, the primary focus is on the three innovative manuscript types: reflective practice manuscripts, professional profiles, and community engagement portfolios. Now completing the third issue, we have desk and peer-reviewed 21 manuscripts for publication. The entire editorial team would like to thank the numerous peer reviewers for their tireless contributions in providing insightful feedback to both accepted and rejected manuscripts and for recommending submissions for publication. This new issue, with an introduction to community engagement portfolios, provides the latest evidence of the countless hours dedicated by our staff in making our journal a success. We would also like to thank the Executive Editor, B. Jean Mandernach, and the Advisory Board, Henry T. Radda, Emily D. Sallee, PhD, and Sarah Singletary Walker, for their support and guidance throughout this process.

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