Barren River District Health Department Health Education/Risk Reduction Demonstration Projects

In July 1980, the Barren River District Health Department (BRDHD), serving eight counties (combined population approximately 204,000) in Southcentral Kentucky, was selected as a demonstration site under the auspices of the federal Health Education Risk Reduction (HERR) Program. With continued HERR funding for eight years, the BRDHD developed several successful health promotion projects. Major components of these projects include: 1) community health promotion, which serves to identify high -risk groups in the community and provide them with health education-health promotion services, 2) school health education which included the development of a preschool health education curriculum, 3) teacher education workshop, which instructs primary and secondary public school teachers in health education methods, 4) smoking cessation. and 5) a large industrial wellness program. This study reports on an eight year program evaluation of the HERR demonstration. Overall, the program evaluation suggests an increase in health knowledge and some attitude and behavior change for many of the participants ii BRDHD programs

Sustaining teaching development through research: The lead up to a National Teaching Development Grant

The modification and rejuvenation of existing curricula and teaching styles to include advances in education research can be a daunting process. The School of Physics at The University of Sydney has successfully launched strategies for student oriented learning in large first year classes. One such strategy, the Workshop Tutorials, has been extremely well received. It is based on cooperative grouping and the extensive education research available on students’ conceptual understanding in physics. The origin of these Workshop Tutorials is found in specially designed optional remedial-tutorials for students in a large mainstream first year physics class in 1993. Evaluation and analysis of evaluation has provided a method of incorporating research into what is basically a teaching development initiative. The research has in turn sustained and provided data for ongoing support and growth of the teaching development initiative. The Workshop Tutorials provide a rich context to investigate issues in Physics Education Research, resulting in projects being available to students enrolled in Third Year and Honours Physics units. The Workshop Tutorials form the basis of a successful large National Teaching Development Grant involving several Sydney metropolitan universities. In this paper we present the key aspects in the initiation and development of the Workshop Tutorials that led to its success. In particular the pivotal role of research in sustaining teaching development will be discussed

Developing the science and methods of community engagement for genomic research and biobanking in Africa.

Historically, community engagement (CE) in research has been implemented in the fields of public health, education and agricultural development. In recent years, international discussions on the ethical and practical goals of CE have been extended to human genomic research and biobanking, particularly in the African context. While there is some consensus on the goals and value of CE generally, questions remain about the effectiveness of CE practices and how to evaluate this. Under the auspices of the Human Heredity and Health in Africa Initiative (H3Africa), the H3Africa CE working group organized a workshop in Stellenbosch, South Africa in March 2016 to explore the extent to which communities should be involved in genomic research and biobanking and to examine various methods of evaluating the effectiveness of CE. In this paper, we present the key themes that emerged from the workshop and make a case for the development of a rigorous application, evaluation and learning around approaches for CE that promote a more systematic process of engaging relevant communities. We highlight the key ways in which CE should be embedded into genomic research and biobanking projects

Creating Digital Stories with Saudi Arabian Pre-Service Teachers: Using the Analysis, Design, Development, Implementation, and Evaluation Model to Promote Lesson Plan Development

In this digital age, teachers need to incorporate advanced technology into their classrooms. Digital storytelling (DST) is one such skill that has been shown to be effective for learners. However, not enough teachers have adequate training to implement this strategy and interventions are focused mainly on current teachers. There is a need to train teachers before they finish their teacher training programs. However, to do this effectively, the field of teacher education needs more knowledge and understanding of pre-service teachers’ perceptions, needs, and experiences in using DST as a structured teaching model. This qualitative study examined 38 Saudi Arabian pre-service teachers’ use of the analysis, design, development, implementation, and evaluation (ADDIE) model for developing lesson plans and creating a DST project following that lesson plan. Participants attended a DST workshop that included instruction on the use of the ADDIE model to create a lesson plan. Data were collected with individual pre-workshop interviews, post-workshop focus group interviews, and post-workshop checklists--both individually and as a group. Data analysis was directed at evaluating pre-service teachers’ perspectives on the value of the training and use of DST for educational purposes. Also, the degree to which training in use of the ADDIE model was perceived as supporting pre-service teachers’ overall skill development in lesson planning and technology integration was assessed. Results of the study indicated participants benefitted from the workshop relative to their awareness and ability to use both the ADDIE model and DST for educational purposes. Pre-workshop interviews indicated pre-service teachers were relatively unfamiliar with the ADDIE model and the use of DST for education. Post-workshop focus group data showed substantially increased awareness and ability in the use of the ADDIE model and DST for systematic lesson planning and development. Participants also expressed positive attitudes toward integrating this technology into their lessons. Notably, pre-service teachers were enthusiastic about using the ADDIE model to solve broader problems and for use beyond an immediate educational need. The results of this study supported the importance of training pre-service teachers in the use of systematic models for lesson planning and educational technology applications. Furthermore, the usefulness of the ADDIE model specifically for lesson planning and guiding DST projects was demonstrated

The Blended Learning Unit, University of Hertfordshire: A Centre for Excellence in Teaching and Learning, Evaluation Report for HEFCE

The University of Hertfordshire’s Blended Learning Unit (BLU) was one of the 74 Centres for Excellence in Teaching and Learning (CETLs) funded by the Higher Education Funding Council for England (HEFCE) between 2005 and 2010. This evaluation report follows HEFCE’s template. The first section provides statistical information about the BLU’s activity. The second section is an evaluative reflection responding to 13 questions. As well as articulating some of our achievements and the challenges we have faced, it also sets out how the BLU’s activity will continue and make a significant contribution to delivery of the University of Hertfordshire’s 2010-2015 strategic plan and its aspirations for a more sustainable future. At the University of Hertfordshire, we view Blended Learning as the use of Information and Communication Technology (ICT) to enhance the learning and learning experience of campus-based students. The University has an excellent learning technology infrastructure that includes its VLE, StudyNet. StudyNet gives students access to a range of tools, resources and support 24/7 from anywhere in the world and its robustness, flexibility and ease of use have been fundamental to the success of the Blended Learning agenda at Hertfordshire. The BLU has comprised a management team, expert teachers seconded from around the University, professional support and a Student Consultant. The secondment staffing model was essential to the success of the BLU. As well as enabling the BLU to become fully staffed within the first five months of the CETL initiative, it has facilitated access to an invaluable spectrum of Blended Learning, research and Change Management expertise to inform pedagogically sound developments and enable change to be embedded across the institution. The BLU used much of its capital funding to reduce barriers to the use of technology by, for example, providing laptop computers for all academic staff in the institution, enhancing classroom technology provision and wirelessly enabling all teaching accommodation. Its recurrent funding has supported development opportunities for its own staff and staff around the institution; supported evaluation activities relating to individual projects and of the BLU’s own impact; and supported a wide range of communication and dissemination activities internally and externally. The BLU has led the embedding a cultural change in relation to Blended Learning at the University of Hertfordshire and its impact will be sustained. The BLU has produced a rich legacy of resources for our own staff and for others in the sector. The University’s increased capacity in Blended Learning benefits all our students and provides a learning experience that is expected by the new generation of learners in the 21st century. The BLU’s staffing model and partnership ways of working have directly informed the structure and modus operandi of the University’s Learning and Teaching Institute (LTI). Indeed a BLU team will continue to operate within the LTI and help drive and support the implementation of the University’s 2010-2015 Strategic plan. The plan includes ambitions in relation to Distance Learning and Flexible learning and BLU will be working to enable greater engagement with students with less or no need to travel to the university. As well as opening new markets within the UK and overseas, even greater flexibility for students will also enable the University to reduce its carbon footprint and provide a multifaceted contribution to our sustainability agenda. We conclude this executive summary with a short paragraph, written by Eeva Leinonen, our former Deputy Vice-Chancellor, which reflects our aspiration to transform Learning and Teaching at the University of Hertfordshire and more widely in the sector. ‘As Deputy Vice Chancellor at Hertfordshire I had the privilege to experience closely the excellent work of the Blended Learning Unit, and was very proud of the enormous impact the CETL had not only across the University but also nationally and internationally. However, perhaps true impact is hard to judge at such close range, but now as Vice Principal (Education) at King's College London, I can unequivocally say that Hertfordshire is indeed considered as the leading Blended Learning university in the sector. My new colleagues at King's and other Russell Group Universities frequently seek my views on the 'Hertfordshire Blended Learning' experience and are keen to emulate the successes achieved at an institutional wide scale. The Hertfordshire CETL undoubtedly achieved not only what it set out to achieve, but much more in terms of scale and impact. All those involved in this success can be justifiably proud of their achievements.’ Professor Eeva Leinonen, Vice Principal (Education), King's College, Londo

Energize Ohio: Building Ohio's Energy Future

IMPACT. 1: In 2014, OSU Extension taught more than 700 Ohioans how to prepare for, attract, and develop potential renewable energy projects. -- 2. In 2014, OSU Extension delivered 32 programs, reaching 1,191 people, on shale energy-related topics. -- 3. In total, since 2012 the Energize Ohio Signature Program team has delivered 141 programs in 64 of Ohio's 88 counties, reaching 11,688 participants.OSU PARTNERS: OSU Office of Energy and Environment; OSUE - Community Development; OSUE - Agriculture and Natural Resources; OSUE - Family & Consumer Sciences; OSUE - 4-H Youth Development; OSUE - Shale Work Group; School of Environment and Natural Resources; Agricultural, Environmental, and Development Economics; C. William Swank Program in Rural-Urban Policy; Food, Agricultural and Biological Engineering; OSU Subsurface Energy Resource; Center (SERC); OSU Center of Automotive Research; Ohio Sustainable Agriculture Research and Education Team; Ohio Bio-Products Innovation Center (OBIC)COMMUNITY PARTNERS: Eastgate Regional Council of Governments; Northeast Ohio Four County Regional Planning and Development Organization; Ohio Mid-Eastern Governments Association; Buckeye Hills-Hocking Valley Regional Development District; Guernsey County Planning Committee; Guernsey County Improvement Corporation; Cambridge Chamber of CommercePRIMARY CONTACT: Eric Romich ([email protected])Energize Ohio is a multidisciplinary program that addresses a wide range of energy education topics including shale energy, renewable energy, energy policy, on-farm energy, youth education, landowner leasing, and sustainable community planning. The curriculum consists of worksheets, presentation materials, workshop materials, bulletins, fact sheets, marketing templates, and evaluation tools. The ultimate goal of Energize Ohio is to enhance community leaders' and local residents' knowledge of energy drivers and development in order to promote informed decision-making and best practices

Evaluation of the Higher Education Active Community Fund (HEACF) Project in Bournemouth 2005/06

This report evaluates the fourth year of the Higher Education Active Community Fund (HEACF) project’s implementation. This was a collaborative scheme across Bournemouth University led by the Students’ Union in partnership with the professional service department Partnerships, Access and Community Engagement (PACE). The project was funded by Higher Education Funding Council for England (HEFCE) in order to develop volunteering activities for students and staff. This report is a continuation of the report that was published in November 2005