Building internal capacity for community disaster resiliency by using a collaborative approach: A case study of the University of New Orleans Disaster Resistant University Project

2006 ◽  
Vol 4 (2) ◽  
pp. 24
Author(s):  
John J. Kiefer, PhD ◽  
Monica T. Farris, PhD ◽  
Natalie Durel, MPA
Keyword(s):  
New Orleans ◽  
Research Team ◽  
Planning Process ◽  
Hazard Identification ◽  
Collaborative Approach ◽  
Leadership Support ◽  
Stakeholder Support ◽  
The University ◽  
Collaborative Methodology

This paper describes the development of a disaster resistant community at the University of New Orleans (UNO). It includes the process for obtaining leadership support and “buy in,” for identifying specific expertise within the university community, and for enlisting and ensuring broad stakeholder support and participation in the plan.In late 2004, the author’s research team at the University of New Orleans successfully sought and was subsequently awarded a FEMA-sponsored grant to develop a Disaster Resistant University (DRU). This resulted in the formulation of a comprehensive mitigation plan aimed at identifying and reducing risks throughout UNO’s campus.Early in the planning process, the research team decided that, unlike other universities who had been awarded FEMA DRU grants, it would be important to develop local, “in-house” expertise in disaster resiliency to ensure sustainability. Rather than contracting an external agency to develop the mitigation plan, the researchers decided to leverage the disaster expertise already resident in the UNO community. At the same time, the UNO researchers considered it essential to use a methodology in developing the plan that would ensure representation from a broad range of stakeholders. To do this, the research team utilized a unique collaborative methodology in the hazard identification and mitigation process.

scholarly journals Institutionalizing Transformative Learning: The Trees, then the Forest, then the Realization

2018 ◽  
Vol 29 (3) ◽  
Author(s):  
Ed Cunliff ◽  
Jeff King
Keyword(s):  
Strategic Planning ◽  
Transformative Learning ◽  
Planning Process ◽  
Authentic Self ◽  
Strategic Planning Process ◽  
Central Focus ◽  
Relevant Today ◽  
Learner Centered ◽  
The University

The Challenge Finding a sense of authentic self as an institution, a true sense of mission, and the means to live that mission were the central focus of a strategic planning process addressed by the University of Central Oklahoma about fifteen years ago. As the institution grew within a metropolitan-serving mission, the goal to transform students from adolescents to adults and find new potential in their lives led to an exciting journey that is still vibrant and relevant today. Potential Consequences The theoretical base provided within transformative learning has helped students, staff, and faculty align efforts. Description This case study provides replicable processes and specifics that may help others find a clearer path for fulfilling their mission. The study describes how the University of Central Oklahoma’s (UCO’s) transformative learning focus coalesced and became the point of distinction for a UCO education, helping to ensure that all activity supported our mission—helping students learn. Reflection The compelling, lived sense of mission developed from the initial strategic planning process has helped to strengthen the learner-centered culture of the campus while providing a structure that facilitates implementation and assessment.

Multi-Tier Design Assessment in the Development of Complex Organizational Systems

2011 ◽  
pp. 1-21
Author(s):  
Melissa A. Dyehouse ◽  
John Y. Baek ◽  
Richard A. Lesh
Keyword(s):  
Higher Education ◽  
Planning Process ◽  
Academic Programs ◽  
Assessment Model ◽  
Organizational Systems ◽  
Educational Organizations ◽  
Design Assessment ◽  
Strategic Planning Process ◽  
The University

This chapter describes a model for evaluating complex organizations or systems. The design assessment model the authors propose is a response to current notions of assessment. There are assumptions we make about learning and the functioning of complex systems such as academic programs that do not match assumptions that are inherent in traditional forms of assessment. The authors use a case study of Purdue University’s strategic planning process to provide the context for describing how design assessment takes place in a higher education setting. Based on interviews and observations, we identify areas problematic for some notions of assessment and distinguish several implications based on these findings. The design assessment model may be useful when assessing complex educational organizations or programs, such as when (a) educational entities at the university level need to assess new programs or curriculum materials; or (b) curriculum developers need to assess new software or tools for instruction.

scholarly journals ‘Bottoms up’: A case study on integrating public engagement within a university culture

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Aoibhinn Ní Shúilleabháin ◽  
Fergus McAuliffe ◽  
Éidín Ní Shé
Keyword(s):  
Community Of Practice ◽  
Public Engagement ◽  
Collective Leadership ◽  
Institutional Investment ◽  
University Culture ◽  
Structural Support ◽  
Funding Sources ◽  
Leadership Support ◽  
The University

This study tracks the integration of public engagement within the systems, structures and culture of a university in Ireland. Public engagement, as an activity of research institutes, is gaining increased attention from policy and funding sources across Europe. However, little has been heard on the processes and practices which bring public engagement to the fore of conversations and activities in such institutions. In this practice case study, we track the evolution of a community of practice of public engagement in an Irish university over three years, through a bottom-up approach taken by a small group of faculty and staff, and organized through collective leadership to maintain momentum over the time period. With the support of key leadership figures, who provided top-down financial and structural support, we trace the narrative of defining public engagement within the university through stakeholder workshops, recording relevant activities with an institution-wide census, updating university public engagement reporting metrics, and establishing an active community of practice. Four key learnings are identified from this collective narrative: (1) the need for patience in attempting to instigate change within an institution; (2) the importance of establishing a shared understanding; (3) the importance of enacting collective leadership as a community; and (4) the necessity of leadership support with grass-roots activity. Reflection on these learnings suggests that the embedding of public engagement in institutions requires both personal and institutional investment.

Case Study of a Hybrid Undergraduate Elementary Certification Program

2015 ◽  
pp. 271-291
Author(s):  
Carmen Popa ◽  
Simona Laurian ◽  
Laura Bochis ◽  
Carlton J. Fitzgerald ◽  
Delia Birle ◽  
...  
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Research Team ◽  
Teacher Education Program ◽  
Program Leadership ◽  
Pre Service Teacher Education ◽  
Hybrid Program ◽  
The University ◽  
Pre Service Teacher

The goal of this study was to assist instructors and leadership of a hybrid weekend pre-service teacher education program at the University of Oradea to improve their effectiveness with students. Specifically, this study sought to gather and analyze data from three program constituents: students, instructors, and program leadership. The preschool and primary weekend education program at the University of Oradea was developed to be suitable for students who for various reasons cannot attend the traditional day classes. In 2011, the weekend program was changed into a hybrid program in an effort to more directly meet the needs of the student population. In order to more effectively meet the needs of the students, it became obvious that the pedagogy and structure of the program needed refinement. The data gathered in this study allowed the research team to develop recommendations for program, pedagogical, and textbook improvements.

Case Study of a Hybrid Undergraduate Elementary Certification Program

2015 ◽  
pp. 1040-1059
Author(s):  
Carmen Popa ◽  
Simona Laurian ◽  
Laura Bochis ◽  
Carlton J. Fitzgerald ◽  
Delia Birle ◽  
...  
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Research Team ◽  
Teacher Education Program ◽  
Program Leadership ◽  
Pre Service Teacher Education ◽  
Hybrid Program ◽  
The University ◽  
Pre Service Teacher

The goal of this study was to assist instructors and leadership of a hybrid weekend pre-service teacher education program at the University of Oradea to improve their effectiveness with students. Specifically, this study sought to gather and analyze data from three program constituents: students, instructors, and program leadership. The preschool and primary weekend education program at the University of Oradea was developed to be suitable for students who for various reasons cannot attend the traditional day classes. In 2011, the weekend program was changed into a hybrid program in an effort to more directly meet the needs of the student population. In order to more effectively meet the needs of the students, it became obvious that the pedagogy and structure of the program needed refinement. The data gathered in this study allowed the research team to develop recommendations for program, pedagogical, and textbook improvements.

Adaptive Uses of Microcomputers: A Case Study

1987 ◽  
Vol 81 (8) ◽  
pp. 391-391
Author(s):  
O.W. St. Pé ◽  
C.W. Darby
Keyword(s):  
New Orleans ◽  
Visually Impaired ◽  
Blind And Visually Impaired ◽  
The University ◽  
Visually Impaired Persons

The University of New Orleans has begun a program to teach microcomputers to blind and visually impaired persons. Twenty-three have been served so far. A software solution was chosen, rather than the use of dedicated equipment, to increase the ability of the students to find jobs in the sighted workplace. This paper focuses on the implementation of the program and the results of the first two sessions.

scholarly journals The Hub in a Pub: University of Wolverhampton Apprenticeship Hub

2017 ◽  
Vol 7 (1) ◽  
pp. 70-78 ◽  
Author(s):  
Alison Felce
Keyword(s):  
Design Methodology ◽  
Collaborative Approach ◽  
Content Type ◽  
Stakeholder Groups ◽  
Local Landmark ◽  
Local Contexts ◽  
The World ◽  
The University ◽  
Practical Implications

Purpose The purpose of this paper is to present the innovative approach being taken by the University of Wolverhampton to create an Apprenticeship Hub through which the regional offer for Intermediate, Advanced, Higher and Degree Apprenticeships can be accessed. Readers can review the approach taken and consider the possibilities of a similar approach in their own context. Design/methodology/approach The paper presents a case study that sets out and discusses the drivers behind the approach adopted to create the Apprenticeship Hub. It identifies the stakeholders who will engage with the Apprenticeship Hub and it outlines the reasons for, and benefits of, working in collaboration with other organisations to provide an integrated offer for apprenticeship provision across the region. Findings The Apprenticeship Hub is a physical entity within a well-known local landmark building that is easily accessible to the communities which is intended to serve. It has been developed to meet the national and local contexts and, although only recently established, it is meeting the needs of the stakeholder groups. It provides an environment through which the integrated regional apprenticeship offer can be accessed. Practical implications The world of apprenticeships is changing significantly with many new requirements for employers and for education. It is a complex road to travel, particularly for Higher Education (HE) which has not, traditionally, been involved in the world of apprenticeships. This paper posits that a collaborative approach to stakeholder engagement and recognition of respective strengths can lead to organisations working in partnership to draw together their respective expertise to ensure that, through a collaborative approach they can meet the needs of the communities that they serve. Originality/value Apprenticeships are new to HE; universities are entering a complex and unknown territory. This paper sets out the approach taken by one university to work in partnership with others to provide an integrated offer that could be adopted or adapted by other providers to their own context.

scholarly journals Mentor-Mentee Experiences Amidst COVID-19: A Teaching Practice Case Study

2021 ◽  
Vol 6 (2) ◽  
pp. 76-95
Author(s):  
Cias T Tsotetsi ◽  
Selloane A Mile
Keyword(s):  
Student Teachers ◽  
Teaching Practice ◽  
Research Question ◽  
Collaborative Approach ◽  
Structured Interviews ◽  
Extra Curricular Activities ◽  
The World ◽  
The University ◽  
University Officials

Preparing student teachers for the world of work is seen globally as a challenge. This research aims to explore mentors and mentees experiences in teaching practice during the COVID-19 period. In order to explore the challenge in this study, the following research question guided the paper: What are the teaching practice experiences of mentors and mentees at a school during COVID-19? The research question is a result of limited research done on the experiences of two groups during COVID-19. Informed by the realist social theory, we generated data via telephonic interviews with mentors and mentees in one school. The data was generated through semi-structured Interviews and thematic analysis was a method employed in the analysis of the data. The results present challenges experienced by mentees which, amongst others, include a feeling of inadequacy or a lack of confidence in their abilities to bring about order to the classroom and a feeling of being excluded in meetings and extra-curricular activities. On the other hand, mentors receive mentees without any prior warning or without arrangements made to accommodate them and the absence of the university officials except for assessment. Based on the results, a collaborative approach should be employed to deal with some of the challenges experienced by mentors and mentees.

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