This brief presents themes that emerged from phone conversations with employees at 18 companies in 13 states. Five of those companies subsequently participated in more in-depth, in-person visits. This brief presents the motivational factors that drove companies to focus on older workers, the cultural contexts of businesses that have undertaken these practices, and the range of recruitment and retention practices and initiatives they used.
Do you want students to experience working on interesting, real-world problems? Or perhaps have opportunities to apply their disciplinary knowledge in new situations where they can help others?
Sometimes called community-based instruction, service-learning places equal emphasis on the service component of the experience and the learning outcomes for the student.
The term is generally hyphenated to indicate this balance. Service-learning is a potentially rich educational experience, but without careful planning, students can wind up learning far less than we hope or internalizing exactly the opposite lessons we intend.
For instance, if roles and expectations are not made clear, students may end up performing menial tasks, without achieving the learning goals for the course.
Or they may have a bad experience and conclude, for example, that working in groups is difficult, public schools are dysfunctional, and that non-profit organizations can be chaotic places to work. In order to be successful, service-learning requires significant advance preparation and consideration of a number of special issues.
But with thoughtful planning and deliberate execution, service-learning can foster positive relationships between the university and the larger community and provide meaningful educational experiences to students.
In this section, you can: Discover what service-learning looks like at Carnegie Mellon What does service-learning look like at Carnegie Mellon?
But students may also participate in a short-term assignment or in a series of projects, lasting from a few days or weeks to multiple semesters. Service-learning is similar to, yet distinct from, several other kinds of activities our students regularly engage in.
For instance, volunteering for an organization may provide a similar service experience, without necessarily meeting purposeful and explicit learning outcomes.
In the same way, service-learning is also distinct from internships. At Carnegie Mellon, students participating in service-learning work in Pittsburgh — and around the globe — in collaboration with community partners such as schools, arts organizations, environmental agencies, NGOs, and health and human service providers.
Here are some recent examples of how our faculty have used service-learning: In order to give students experience working with complex data and with a real client, the School of Design partners with the Carnegie Museum of Natural History.
Students learn about collaborating with a client to identify and scope a project by creating exciting new exhibits highlighting the research of museum staff. For example, when students realized that the museum hoped to attract more young adults, they found ways to engage twenty-something audiences with interactive displays on highly technical bird research, visually representing dense information on avian flight and environmental concerns.
In order to learn first-hand about second-language acquisition, Modern Languages sends students into the Pittsburgh Public Schools to tutor K pupils.
The CMU students work with language instructors as well as classroom teachers. They also complete educational projects for the schools designed to reinforce the connection between the theoretical content of the CMU course and their practical experience with second-language learners.Strategies to Empower, Not Control, Kids Labeled ADD/ADHD Once we begin to work with a holistic approach to the ADD/ADHD issue, we can envision many more possibilities for strategies to help kids who have attention and behavior difficulties.
Risk mitigation planning, implementation, and progress monitoring are depicted in Figure 1. As part of an iterative process, the risk tracking tool is used to record the results of risk prioritization analysis (step 3) that provides input to both risk mitigation (step 4) and risk impact assessment (step 2).
Recruitment strategies and processes Recruitment may be conducted internally through the promotion and transfer of existing personnel or through referrals, by .
The innovation strategy defines the role of innovation and sets the direction for innovation execution. However, the role of innovation in helping organizations achieve growth targets is often unclear and the revenue growth from innovation is insufficient, unless managed with great rigor.
Effective Strategies for General and Special Education Teachers Abstract Today’s teachers are asked to educate ALL students using research-based strategies in inclusive classrooms. Innovation strategy is a key factor in the success or many companies, specifically those industries dealing specifically in the fiercely competitive field of technology.
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