The Camfield Estates - MIT Creating Community Connections Project

2011 ◽  
pp. 221-246 ◽  
Author(s):  
Randal Pinkett
Keyword(s):  
Community Building ◽  
Lessons Learned ◽  
Housing Development ◽  
Massachusetts Institute Of Technology ◽  
Theoretical Frameworks ◽  
Community Connections ◽  
Early Results ◽  
Community Technology ◽  
Institute Of Technology

This chapter is a case study of a community-university partnership that is investigating strategies to bridge the “digital divide” by examining the role of community technology for the purpose of community building in a low- to moderate-income housing development. Since January 2000, the Camfield Estates-MIT Creating Community Connections Project, a partnership between the Camfield Tenants Association and Massachusetts Institute of Technology, has taken place at Camfield Estates, a 102-unit, low- to moderate-income housing development in Roxbury, Massachusetts, and its surrounding environs. This chapter includes the history and background of the project, the theoretical frameworks guiding the initiative, the project methodology that has been employed to integrate community technology and community building, early results, and a set of recommendations and lessons learned for other initiatives.

scholarly journals Sustainable urban development of metropolitan Johannesburg: The lessons learned from international practice

Spatium ◽  
2004 ◽  
pp. 21-40
Author(s):  
A.C. Mosha ◽  
Branko Cavric
Keyword(s):  
South Africa ◽  
Urban Development ◽  
Lessons Learned ◽  
Metropolitan Region ◽  
Sustainable Urban Development ◽  
Massachusetts Institute Of Technology ◽  
Santiago De Chile ◽  
Federal Institute ◽  
Institute Of Technology

This paper consists of an overview of programmes supporting sustainable planning and management in the City of Johannesburg one of the most important social and economic hubs of the transitional Republic of South Africa. Following from this is an analysis of the experience identified as most appropriate for Johannesburg City and its metropolitan region (Gauteng). This case study is used to highlight efforts and lessons learned from the international project "Designing, Implementing and Measuring Sustainable Urban Development" (DIMSUD) which have intended to contribute to new solutions for sustainable urban development through a collaborative multi-disciplinary, and participatory approach combining research, urban design, and capacity building. DIMSUD (http://sustainability.ethz.ch) is carried out jointly by the Swiss Federal Institute of Technology (ETH) Massachusetts Institute of Technology (MIT), Chalmers University of Technology (Sweden), University of Botswana, University of the Witwatersrand (South Africa) and the Catholic University of Santiago de Chile. Another partner was the United Nations University (UNU) at Tokyo. The project has enabled a global overview of core problems, providing a synthesis of realizable strategies and offering both a scientific forum and an "urban field laboratory" for joint learning. The strategies developed will not only help improve the conditions in the case study cities (Gaborone Johannesburg, Santiago de Chile), but will also provide working examples so that other cities can learn from and adapt and adopt appropriate "best practices".

Book Reviews

2012 ◽  
Vol 50 (4) ◽  
pp. 1130-1132
Keyword(s):  
The United States ◽  
Job Quality ◽  
Massachusetts Institute Of Technology ◽  
University Of Michigan ◽  
Green Jobs ◽  
Work Index ◽  
Employment Standards ◽  
Institute Of Technology

Charles C. Brown of University of Michigan reviews, “Good Jobs America: Making Work Better for Everyone” by Paul Osterman and Beth Shulman. The EconLit Abstract of this book begins: “Considers how the United States can create better jobs and futures for workers by enacting policies to help employers improve job quality. Discusses myths about the low-wage job market—clearing the underbrush; whether you get what you deserve—the role of education and skill; how firms think; employment standards; voice and power; working with firms to upgrade work; and job quality on the ground—the story of green jobs. Osterman is NTU Professor of Human Resources and Management in the Sloan School of Management and a member of the Department of Urban Planning at the Massachusetts Institute of Technology. The late Shulman was Senior Fellow at Demos, Chair of the Board of the National Employment Law Project, and the cochair of the Fairness Initiative on Low-Wage Work. Index.”

Collaborative BIM Learning via an Academia-Industry Partnership

2014 ◽  
Vol 3 (1) ◽  
pp. 40-48 ◽  
Author(s):  
Ken Thomas ◽  
Gordon Chisholm ◽  
Brian Dempsey ◽  
Brian Graham ◽  
Robin Stubbs
Keyword(s):  
Construction Management ◽  
Building Information Modeling ◽  
Lessons Learned ◽  
Information Modeling ◽  
General Context ◽  
Building Information ◽  
Institute Of Technology ◽  
Partnership Agreement ◽  
Academic Year

This paper focuses on a joint academia-industry Building Information Modeling (BIM) partnership in Ireland. The partnership was based on €3 million design and build project that was developed via a tender process in late 2012 using 'traditional' technology (including 2D CAD). The successful tender was led by Clancy Construction and their team gave the tender information to Waterford Institute of Technology for a student BIM project to be completed in the second semester of the 2012/13 academic year (January to May). The students were a mix of Architectural Technology, Construction Management and Quantity Surveying. As part of their scheduled semester modules they developed a BIM model of the proposed building. The industry partners continued to develop the 'real' design and build project in parallel with the student BIM project. At the end of the semester a full presentation by the students of their project was made to the design and build team. The paper reviews the general context of BIM in AEC Education and the associated role of academia-industry partnerships. An overview of both the industry design and build project and the student BIM project is also included and the associated lessons learned are identified. The paper concludes with an overview of the 2013/14 BIM related plans at Waterford Institute of Technology, including the extension to the academia-industry partnership agreement for everyone's benefit.

scholarly journals MIT Full STEAM Ahead: Bringing Project-Based, Collaborative Learning to Remote Learning Environments

2021 ◽  
pp. 299-319
Author(s):  
Claudia Urrea ◽  
Kirky Delong ◽  
Joe Diaz ◽  
Eric Klopfer ◽  
Meredith Thompson ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Task Force ◽  
Community Building ◽  
Developmentally Appropriate ◽  
Final Report ◽  
Massachusetts Institute Of Technology ◽  
Existing Structures ◽  
Institute Of Technology ◽  
K 12 ◽  
Remote Learning

AbstractWith schools and educational centers around the country moving from in-person to emergency remote learning due to the COVID-19 pandemic, education faces an unprecedented crisis (Hodges et al., Educause Review 27, 2020). This case study presents the efforts and impact of Full STEAM Ahead (FSA) launched by the Massachusetts Institute of Technology (MIT) in response to the pandemic to support remote collaborative learning for K-12 learners, parents, and educators. We present two FSA initiatives: (1) weekly themed packages with developmentally appropriate activities for K-12 remote learning and (2) Full STEAM Ahead Into Summer (FSAIS), an online summer program for middle school Massachusetts students, specifically targeting students who are at risk for “COVID Slide.” (Institute-wide Task Force on the Future of MIT Education-Final Report: http://web.mit.edu/future-report/TaskForceFinal_July28.pdf?) Our operative theory of change is that we can improve K-12 remote collaborative learning experiences through developing and sharing a curriculum that exemplifies the minds-on and hands-on approach advocated by MIT, strategically leveraging existing structures and projects within MIT, and establishing partnerships with the local and international community. We gauge the effect of these efforts on contributing members of the MIT community and targeted learners by analyzing data gathered through participant surveys and artifacts such as the website, packages, modules, and student projects created during the summer programs. Our findings indicate that existing structures and resources – with community building – facilitated the achievement of our goal to develop and distribute problem-based learning activities and that interaction and community building were central in meeting those goals. This work contributes to the knowledge base regarding emergency online learning and the development of effective university outreach efforts.

scholarly journals A Global Collaborative Effort to Enhance Design in a Mechanical Engineering Curriculum in Saudi Arabia

2010 ◽  
Author(s):  
Nesar Merah ◽  
Maria C. Yang ◽  
David R. Wallace ◽  
Warren P. Seering ◽  
Victor Tang ◽  
...  
Keyword(s):  
Saudi Arabia ◽  
Design Education ◽  
Mechanical Engineering ◽  
Shared Vision ◽  
Lessons Learned ◽  
Massachusetts Institute Of Technology ◽  
Engineering Curriculum ◽  
Curricular Material ◽  
Distance Communication ◽  
Institute Of Technology

In 2008, King Fahd University of Petroleum and Minerals (KFUPM) in Saudi Arabia and the Massachusetts Institute of Technology (MIT) partnered together to develop project-based curricular material to be tested out in a new undergraduate course offering in KFUPM’s Department of Mechanical Engineering. This paper details some of the unique challenges to collaborating across countries and time zones, and the approaches the KFUPM-MIT team used to address these. These approaches have so far included the establishment of a shared vision for the project and the use of an array of technologies to facilitate distance communication. The paper concludes with a description of lessons learned that might be useful for future programs that plan to engage in international collaboration on design education.

Applying the Anderson-Darling Test to Suicide Clusters

Crisis ◽  
2013 ◽  
Vol 34 (6) ◽  
pp. 434-437 ◽  
Author(s):  
Donald W. MacKenzie
Keyword(s):  
Poisson Process ◽  
Goodness Of Fit ◽  
Small Samples ◽  
Massachusetts Institute Of Technology ◽  
Homogeneous Poisson Process ◽  
Cornell University ◽  
The Difference ◽  
Suicide Clusters ◽  
Institute Of Technology ◽  
Anderson Darling

Background: Suicide clusters at Cornell University and the Massachusetts Institute of Technology (MIT) prompted popular and expert speculation of suicide contagion. However, some clustering is to be expected in any random process. Aim: This work tested whether suicide clusters at these two universities differed significantly from those expected under a homogeneous Poisson process, in which suicides occur randomly and independently of one another. Method: Suicide dates were collected for MIT and Cornell for 1990–2012. The Anderson-Darling statistic was used to test the goodness-of-fit of the intervals between suicides to distribution expected under the Poisson process. Results: Suicides at MIT were consistent with the homogeneous Poisson process, while those at Cornell showed clustering inconsistent with such a process (p = .05). Conclusions: The Anderson-Darling test provides a statistically powerful means to identify suicide clustering in small samples. Practitioners can use this method to test for clustering in relevant communities. The difference in clustering behavior between the two institutions suggests that more institutions should be studied to determine the prevalence of suicide clustering in universities and its causes.

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