Applying Design Concepts for the Cultivation of Cross-University Partnerships

2022 ◽  
pp. 155-168
Author(s):  
Ralph A. Gigliotti ◽  
Sunita Kramer ◽  
Dee Magnoni
Keyword(s):  
Leadership Development ◽  
Learning Community ◽  
Design Thinking ◽  
University Partnerships ◽  
Design Concepts ◽  
Academic Innovation ◽  
Rutgers University ◽  
New Learning ◽  
Vantage Points ◽  
The University

Representing distinct parts of Rutgers University—academic innovation and experiential learning, organizational leadership and strategy, and the university library—the authors approach this discussion of agility and cross-university partnerships from three distinct vantage points. Despite different administrative portfolios and scholarly and professional interests, the authors collectively view this moment as one of profound opportunity for our institution and for higher education more broadly. Purposeful collaborations have contributed to new and innovative partnerships that will be discussed in this chapter, including a new learning community for interested members of the New Brunswick Libraries—The Hatchery, a dedicated design thinking and ideation studio centrally located in the Archibald S. Alexander Library—and varying points of convergence with the Innovation, Design, and Entrepreneurship Academy (IDEA) that integrates design and entrepreneurial thinking and leadership development into the Rutgers student experience.

Creating equitable access and opportunity: predictors of success for college freshmen who participate in a Living Learning Community

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Jennifer Dohy ◽  
Nicholas Petty ◽  
Tachelle Banks
Keyword(s):  
Leadership Development ◽  
Learning Community ◽  
First Generation ◽  
Equitable Access ◽  
Act Scores ◽  
Potential Barriers ◽  
High School Gpa ◽  
Living Learning Community ◽  
The University ◽  
The Relationship

Abstract This study examines the relationship between student success measures on student achievement to inform our approach to mediating against potential barriers on persistence and retention for first generation and traditionally marginalized populations for students enrolled in a new Living Learning Community. Success measures examine those beyond the control of the university, including, but not limited to, High School GPA and ACT scores to determine where we should intervene and where we should build upon the strengths of our students. The theme of the PH LLC is Leadership Development and Career Exploration, a program that seeks to empower students by harnessing their individual strengths and capitalizing on them to be successful in college and beyond. The design of this program and its future prospects are also discussed.

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 A Better Learning Community: Mixed-Methods Reveal Medical Student Preferences with Implications for Learning Community Design and Implementation

2021 ◽  
Vol 8 ◽  
pp. 238212052110148
Author(s):  
Jasna Vuk ◽  
Steven McKee ◽  
Sara Tariq ◽  
Priya Mendiratta
Keyword(s):  
Mixed Methods ◽  
Learning Community ◽  
Online Survey ◽  
Free Form ◽  
University Of Arkansas ◽  
Medical Sciences ◽  
Face To Face ◽  
Personal Support ◽  
School Learning ◽  
The University

Background: Medical school learning communities benefit students. The College of Medicine (COM) at the University of Arkansas for Medical Sciences (UAMS) provides medical students with academic, professional, and personal support through a learning community (LC) made of 7 academic houses. Objectives: To evaluate the effectiveness of the academic house model at UAMS utilizing a mixed-methods survey. The aims were to: (1) assess student experience and satisfaction with academic houses, (2) describe the realms of advising and guidance, and (3) identify areas for improvement. Method: An online survey was assigned to 723 COM students (all students enrolled, first through fourth years) at UAMS in March 2019. The survey was comprised of 25 items (10 multiple-choice, 8 on the Likert scale, and 7 open-ended questions). Data was depicted using frequency and percentages and/or thematic review of free-form responses. Results: The survey response rate was 31% (227 students). The majority of students responding (132, 58.1%) attended 2 or more face-to-face meetings with the faculty advisor within the preceding year. However, 27 (11.9%) students did not have any meetings. Approximately two-thirds of the respondents were satisfied or very satisfied with the guidance and direction provided by their advisors [very satisfied (n = 83; 36.6%); satisfied (n = 77; 33.9%)]. Themes that emerged from student generated areas for improvement include time constraints, advisor/advisee interest mismatch, and perceived inadequacy of advising content/connections. Conclusions: This study confirms the effectiveness of the LC model for advising and mentoring in the COM at UAMS. Uniquely, this study identifies not only learners’ satisfaction with their LC but also highlights areas for improvement which are widely generalizable and important to consider for institutions with or planning to start an LC.

scholarly journals Institutional Restructuring in Response to the Changing Mission of Land Grant Colleges Cook College, Rutgers University – The State University of New Jersey

1973 ◽  
Vol 2 (2) ◽  
pp. 297-304
Author(s):  
Daymon W. Thatch ◽  
William L. Park
Keyword(s):  
Higher Education ◽  
New Brunswick ◽  
Colonial America ◽  
Revolutionary War ◽  
The State ◽  
State University ◽  
Arts And Sciences ◽  
Rutgers University ◽  
Wide Range ◽  
The University

Rutgers University was chartered as Queen's College on November 10, 1766. It was the eighth institution of higher education founded in Colonial America prior to the Revolutionary War. From its modest beginning in the New Brunswick area the University has grown to eight separately organized undergraduate colleges in three areas of the State, with a wide range of offerings in liberal and applied arts and sciences.

When Hockey Won’t Sell in Minnesota: Using Design Thinking to Innovate the Ticket Service

2021 ◽  
Vol 10 (S1) ◽  
pp. S14-S17
Author(s):  
Clinton Warren
Keyword(s):  
Design Thinking ◽  
University Of Minnesota ◽  
Athletic Department ◽  
Ticket Sales ◽  
Sales And Marketing ◽  
Group Interviews ◽  
Spectator Attendance ◽  
The University

This case study asks students to assume the role of a ticket sales strategist hired to work as a consultant for the University of Minnesota Golden Gopher athletic department. In this case, you will be asked to work with members of the Gopher Fan Advisory Board to develop service innovations in the area of ticket sales. As a sales and marketing consultant, you will examine existing data on spectator attendance trends and focus group interviews to determine the current issues facing the athletic department. Then, you will be asked to suggest the manners by which the athletic department should innovate the ticket service, using a design thinking approach to grow ticket sales and spectator attendance for the men’s hockey program.

An Approach for Humanizing Leadership Education: Building Learning Community & Stakeholder Engagement

2021 ◽  
pp. 105256292110413
Author(s):  
Shaista E. Khilji
Keyword(s):  
Leadership Development ◽  
Learning Community ◽  
Stakeholder Engagement ◽  
Common Good ◽  
Mutual Influence ◽  
Leadership Education ◽  
Leadership Studies ◽  
Leadership Development Programs ◽  
Critical Leadership ◽  
Critical Leadership Studies

In recent years, scholars have become critical of mainstream leadership development approaches. In particular, Petriglieri and Petriglieri refer to the dehumanization of leadership, whereby leadership breaks its ties to identity, community, and context. The purpose of this paper is to present an approach for humanizing leadership using the case example of George Washington University’s Organizational Leadership & Learning (OLL) program. Embedded in the critical leadership studies (CLS) approach, the humanizing principles, and the humanistic leadership paradigm, the OLL program’s leadership learning approach focuses on building a learning community and stakeholder engagement. I describe its pedagogical goals and instructional strategies that help promote a psychologically safe space where learners build trusting relationships, integrate diverse perspectives through respectful dialogues, and develop a sense of the “common good” and culture of equity through issue-centered learning. Using classrooms as “identity spaces” and “leadership learning laboratory” allows learners in the program to practice the co-construction of ideas through mutual influence and interactions. This paper makes a valuable contribution to developing future leadership development programs.

Generating Lifelong-Learning Communities and Branding with Massive Open Online Courses

2014 ◽  
Vol 27 (2) ◽  
pp. 27-46 ◽  
Author(s):  
Rosana Montes ◽  
Miguel Gea ◽  
Roberto Bergaz ◽  
Belén Rojas
Keyword(s):  
Lifelong Learning ◽  
Learning Community ◽  
Latin American ◽  
Online Courses ◽  
Knowledge Society ◽  
Drop Out ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning From Others ◽  
The University

The arrival of Massive Open Online Courses (MOOCs) has stimulated teachers and universities to change in some ways the teaching methodologies. The success of these massive courses is based on involving students to acquire knowledge and skills in a wider community by learning from others and using active learning practices. MOOC providers also help universities to support the mission of transferring knowledge to society in any kind of area, supporting lifelong learning and adopting some kind of internationalization strategy. This is an ongoing trend where 17 of top 30 universities in the world's adopted MOOC courses. Open learning is a strategic and valuable trend in knowledge society. Opportunities appear in the Anglo and Latin American market, while problems associated with the high drop-out rate, the sustainability, and the feasibility of skill certification should be addressed. In this paper we analyze the properties of a MOOC as a learning community by taking data from a pilot of three MOOC courses performed at AbiertaUGR, the MOOC platform of the University of Granada.

scholarly journals Learning how to lead police investigations

2018 ◽  
Vol 20 (3) ◽  
pp. 185-195 ◽  
Author(s):  
Jon-Andre Nilsen ◽  
Terje Aaserud ◽  
Cathrine Filstad
Keyword(s):  
Leadership Development ◽  
Teaching And Learning ◽  
Learning By Doing ◽  
Learning Activities ◽  
Learning Methods ◽  
Leadership Practice ◽  
Police Investigation ◽  
Police Investigations ◽  
Reflection Time ◽  
New Learning

The aim of this article was to investigate how police investigation leaders learn leadership and whether the facilitation of learning activities and learning methods might bridge the well-known gap between teaching and learning leadership. Using action research, we constructed an ‘i-leader’ learning pool consisting of police investigation leaders. The pool provided interactive and collaborative learning activities that included reflection, knowledge sharing and social support. Participants were receptive to this learning initiative, but also argued that ‘learning by doing’ is most important because it allows for communication and cooperation between colleagues in the context of their everyday leadership practice. They acknowledged the need for reflection and argued that the pool provides important reflection time, which they lack in their everyday practice. Participants also found the learning methods, particularly the ‘group support methodology’ and the new network useful for their own leadership development. However, using these new learning methods ‘back home’ was more challenging. Participants did not have time to prioritize and develop this new network. Providing learning methods and building a network takes time and must be relevant to everyday leadership practice. The significance of their leadership practice and how to accumulate experience as the basis for reflection was acknowledged, but still needs to be applied within leadership practice. Bridging the gap between teaching and learning is not just about providing learning and reflection methods, but also about learning how to apply new knowledge through experience, where reflection ensures that learning in practice is not ‘due to change’.

scholarly journals Medical student engagement and leadership within a new learning community

2010 ◽  
Vol 10 (1) ◽  
Author(s):  
Mark Bicket ◽  
Satish Misra ◽  
Scott M Wright ◽  
Robert Shochet
Keyword(s):  
Medical Student ◽  
Student Engagement ◽  
Learning Community ◽  
New Learning
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