Guide to Recruiting Black Men as Mentors for Black Boys

Black men are uniquely positioned to help guide black male youth to educational success and a productive future and through the barriers that stand in their way. But there are almost always more black boys to be mentored than black men to mentor them in formal mentoring programs. This guide helps mentoring programs engage in a productive and inclusive recruitment campaign by: 1) addressing program readiness; and 2) providing guidance on an effective social marketing campaign

Co-experience Network Dynamics: Lessons from the Dance Floor.

Experience and socialization are key factors in determining customer commitment and renewal decisions in the service sector. To analyse the combined effect of experience and socialization, in this paper we introduce the concept of co-experience networks. A new methodological approach, originally applied in the field of social ethology, is devised to study reality-mined co-experience networks. By analysing a network of health club members over four years, we find that long-experienced clients have a lower chance to renew their contracts. On the other hand, central members in the co-experience network are stable and tend to renew their memberships. Further, since the members of the same reference group align their levels of commitment, renewal decisions are clustered in a small-world network. These findings contribute to our understanding of social dynamics and localized conformity in customer decision-making that can be used to plan marketing strategies to improve customer retention.

Creating UGC Areas of Official Destination Websites: Is there a Recipe for Success? An Insight through Netnographic Research

An analysis of the existing literature has demonstrated the importance of word of mouth as a source of information for potential tourists and service consumers. The growth of the Internet and interactive websites has lead to the creation of online communities that serve as points of reference for word of mouth and in particular for independent, personal and experiential information. Recent articles have noted the growing interest of tourism companies and destinations to include UGC areas in their official websites to provide their users with these types of information and interactivity among each others. However, so far little research has been performed on the success factors of online communities. This paper wants to create a platform for further research on the topic. If destinations want to boost visits to their websites through UGS areas and create a “buzz” through positive word of mouth, it is necessary to know the correct ingredients for success. Some of these ingredients have been discovered through a netnographic analysis of an Italian virtual mountaineering community. The analysis has shown that some of the most important issues when creating online communities are the reliability of information, the ease of finding information and creating threads and posts, the constant appearance of interesting threads and discussions, the respect for other members, the passion of all of the active users for the same topics and a certain homogeneity within the users.virtual communities, netnography, electronic word of mouth, forums, information search

Learner-centered social support: enhancing online distance education for underserved rural high school students in the United States

Over the past decade, federal programs in the United States have largely addressed the well-documented problem of differences in basic access to technology between rural schools and their suburban and urban counterparts. Consequently, rural schools are better able to prepare their students for post-secondary education and the workplace where digital literacy is essential. As technology access improves, online distance education (ODE) is seen as a solution to significant challenges faced by rural schools, including a lack of highly-qualified teachers and declining population. However, ODE has high attrition rates, partly because participants’ social needs are often neglected. Additionally, students' success depends on their abilities to engage in self-regulated learning, effective time management and self-reflection, skills that many high school students are still developing. This paper describes an experimental research study funded by the U.S. Department of Education, currently underway in rural high schools across the U.S. The research adds to a growing body of work that attempts to expand understanding of the digital divide. Increasingly, schools realise that this is no longer an issue of mere access to equipment; education technology projects should incorporate strategies that ensure the success of previously marginalised communities. Our intervention, based on the APA’s Learner- Centered Principles, involves training on-site facilitators to provide social support for students involved in ODE. Preliminary findings indicate that the intervention group has a significantly lower dropout rate

Building communities for the exchange of learning objects: theoretical foundations and requirements

In order to reduce overall costs of developing high-quality digital courses (including both the content, and the learning and teaching activities), the exchange of learning objects has been recognized as a promising solution. This article makes an inventory of the issues involved in the exchange of learning objects within a community. It explores some basic theories, models and specifications and provides a theoretical framework containing the functional and non-functional requirements to establish an exchange system in the educational field. Three levels of requirements are discussed. First, the non-functional requirements that deal with the technical conditions to make learning objects interoperable. Second, some basic use cases (activities) are identified that must be facilitated to enable the technical exchange of learning objects, e.g. searching and adapting the objects. Third, some basic use cases are identified that are required to establish the exchange of learning objects in a community, e.g. policy management, information and training. The implications of this framework are then discussed, including recommendations concerning the identification of reward systems, role changes and evaluation instruments

"Third places" and social interaction in deprived neighbourhoods in Great Britain

This paper explores social interaction in local ‘public’ social spaces such as local shops, pubs, cafés, and community centres in deprived neighbourhoods. More specifically, it examines the importance, role and function of these places, which have been described by Oldenberg and Brissett (Qual Sociol 5(4):265–284, 1982), Oldenburg (Urban design reader. Architectural Place, Oxford, 2007) as being “third places” of social interaction after the home (first) and workplace (second). It does so by drawing on data gleaned from in-depth interviews with 180 residents in six deprived areas neighbourhoods across Great Britain, conducted as part of a study of the links between poverty and place funded by the Joseph Rowntree Foundation. The paper notes that local third places are an important medium for social interaction in these areas, although their importance appears to vary by population group. It notes that shops appear to be a particularly important social space. It also identifies some of the barriers to social interaction within third places and concludes by highlighting some of the key implications for policy to emerge from the research

"Third places" and social interaction in deprived neighbourhoods in Great Britain

This paper explores social interaction in local ‘public’ social spaces such as local shops, pubs, cafés, and community centres in deprived neighbourhoods. More specifically, it examines the importance, role and function of these places, which have been described by Oldenberg and Brissett (Qual Sociol 5(4):265–284, 1982), Oldenburg (Urban design reader. Architectural Place, Oxford, 2007) as being “third places” of social interaction after the home (first) and workplace (second). It does so by drawing on data gleaned from in-depth interviews with 180 residents in six deprived areas neighbourhoods across Great Britain, conducted as part of a study of the links between poverty and place funded by the Joseph Rowntree Foundation. The paper notes that local third places are an important medium for social interaction in these areas, although their importance appears to vary by population group. It notes that shops appear to be a particularly important social space. It also identifies some of the barriers to social interaction within third places and concludes by highlighting some of the key implications for policy to emerge from the research

Making Law More Accessible: Designing Collaborative Learning Environments for Physically Remote Generation Y Students

In addition to an understanding of substantive law, the undergraduate law degree at Queensland University of Technology (QUT) aims to develop students’ lifelong skills. In the unit ‘Principles of Equity’ the skill developed includes teamwork, in the context of legal letter writing. Given the increased technological mobility of Generation Y students, the presenters have developed and trialled a model that enables these skills to be learnt and practiced online. The result is a more flexible environment that not only ensures congruent learning experiences between internal and external (or physically remote) students, but provides a connected or engaged educational program to supplement existing teaching method. This paper outlines the above project, the pedagogy that influenced it, and its impact on student learning experiences. Some issues for the development of such learning innovations in the future are also addresse

Finding Common Interests: Using Social Media to boost Retention in Voluntary Professional Associations

Attrition is one of the most important challenges faced by Professional Associations like the Project Management Institute (PMI). According to publicly available data, 90,000 members joined PMI in 2005. In the month of April 2006 alone, 33,751 new members were added, which leads to the logical conclusion that the PMI membership must have grown by over 115,750 during the period 2005-2006. However, records show that the growth has been by only 70,000. PMI’s reported growth of 5% would have been much higher had it not been for their attrition of 23%. Similarly, ISACA’s growth during 2014 dropped to 4% due to their attrition of 19%. In this paper, we combine the social identity theory and communication ecology theory to propose a Social Identity Theory (SITPA) for professionals. We argue that by leveraging the social media, Voluntary Professional Associations (VPAs) can provide “value” to their members, increasing their retention rates

Our door is always open : Aligning Literacy LearningPractices in Writing Programs and Residential LearningCommunities

Writing studies has considered college students\u27 literacy development as a chronological progression and as influenced by their off-campus connections to various cultural and professional communities. This project considers students\u27 literacy development across disciplines and university activity systems in which they\u27re simultaneously involved to look at the (missed) opportunities for fostering transfer across writing courses and residential learning communities as parallel—but rarely coordinated—high-impact practices. Rather than calling for the development of additional programs, I argue for building/strengthening connections between these existing programs by highlighting shared learning outcomes focused on literacy skills development and learning how to learn