The primary problem of this study was to establish a plan for evaluating university extension programs through a review of the literature and standards for accreditation.

2 pp. / This fact sheet briefly describes the socioeconomic and cultural aspects of the Hualapai reservation.

2 pp. / This fact sheet briefly describes research protocol on the Hualapai reservation.

6 pp. / This fact sheet describes the socioeconomic and cultural aspects of the CRIT reservation, as well as the history of extension and effective extension programs and collaborations conducted on this reservation.

The purpose of this study was to determine the attitudes of students and instructors at Sukhothai Thammathirat Open University (STOU) toward a distance learning system for agricultural extension and development programs for participating in the ASEAN community. It was also to determine the difference in attitude between undergraduate students and graduate students toward 9 factors involving the STOU distance learning system and programs. The study used mixed methods. Descriptive survey and focus groups were used to collect quantitative and qualitative data. Data were analyzed by descriptive statistics and the Mann-Whitney U test. STOU students were employed adults who lived around Thailand who had average and above average levels of knowledge about the ASEAN Community and Open University. Graduate students had higher levels of knowledge than undergraduate students. Students and instructors learned about the ASEAN community via television programs and websites. Students and instructors had a positive attitude toward the program and distance learning system. Textbooks, workbooks and printed-based packages via post-mail, e-Learning and e-Tutorial sessions via the internet, and face-toace sessions via face-toace were very appropriate methods and delivery channels. Electricity, a personal computer, and internet access were important devices to have when participating in distance learning classes. Students and instructors had average and above average skill levels with all devices skills except for English skills and skills about satellite devices. There were 5 different attitudes among undergraduate students and graduate students about students’ qualification, program objectives, program structures, adequacy of learning system, and adequacy of educational services. Recommendations for program improvement and to improve distance learning systems are applied through the 4 perspectives of the Balance Scorecard: student perspective, financial perspective, internal process, and learning and growth perspective. The model of distance education of Open University for agricultural extension program when participating in the ASEAN community (AMEI model) includes 4 stages: analysis stage, management stage, evaluation stage, and improvement and extension stage should be used for distance learning program improvement in Thailand and ASEAN countries.

This decade has seen an increasing awareness by the Commonwealth Schools Commission, the ACT Schools Authority, educators and members of the community of students who are gifted in a diversity of areas. A number of programs designed to meet the special needs of gifted students have been developed in some primary schools in the A.C.T. and it is timely that the attitudes of principals, teachers and parents were assessed. To assess the attitudes of the three populations (principals, teachers and parents) toward general attitudes about gifted students, key aspects of planning and organisation of gifted programs, classroom teachers and their knowledge and need of assistance in gifted education; and to explore whether the three populations held different attitudes toward gifted students and the provision of specific programs to meet their special needs, the Field Study candidate developed and administered a questionnaire to members of the A.C.T. Association for Gifted and Talented Children, together with principals, teachers and parents in nineprimary schools in the A.C.T. The results of the questionnaire indicated that all three groups agreed with the proposition that every child was entitled to an educational program that would assist the child to develop to his / her fullest potential. Appropriate extension programs should be run for gifted students in the local primary school, with the involvement of the resource teacher and the assistance of personnel and locations outside of the local school when it was appropriate. Some reservations were expressed toward the level of parent participation in the identification procedure, program planning and program evaluation, and classroom teachers were seen to require assistance in the areas of identification, program planning and the evaluation of programs designed to meet the special needs of gifted students. The Field Study concludes that local A.C.T. primary schools could meet the special needs of gifted students. This could be achieved by principals, teachers and members of the School Board developing and implementing special educational programs by utilising Special Project funding, additional staff and professional development opportunities which are currently available in limited amounts through the ACT Schools Authority and the Commonwealth Schools Commission.

This historical study chronicled events of the development and implementation of the Paris Small Business Development Center at Paris Junior College in Paris, Texas from 1986-2006. Data was collected from primary and secondary sources and oral histories through personal interviews. The analysis included a brief history of higher education and the service mission and situated the study in the broader context as an extension program in higher education. This study provided a brief history of the U.S. Small Business Administration and America’s Small Business Development Center Network as a background for the study. This study is significant to scholars in the field of higher education for a number of reasons. It provides a historical analysis of a service program that extends the college to the community and demonstrates higher education and its role in economic development. It adds to the current body of research by advancing an understanding of a past to contemporary knowledge. Finally, by integrating historical perspectives from multiple disciplines in higher education, what happened and the context in which it happened can be more fully appreciated. This study also contributes to practical knowledge as it deepens the understanding of significant events and processes that contributed to the success of an outreach program in higher education.

Made available in DSpace on 2016-04-04T18:32:57Z (GMT). No. of bitstreams: 1 DANIELA MUNERATO PICCOLO ARROYO.pdf: 979174 bytes, checksum: 470b7831f45f03c33b97e12c7dc568f4 (MD5) Previous issue date: 2010-02-26 / From the interest in understanding the formation of the student, focusing on the future as professionals who must be able to act differently in different situations in your professional and personal with a high social commitment, we understand that the university extension programs can fulfill important role in this regard. The extension programs aimed at, among its objectives, the training for university students taking social commitments and work towards a less unequal society. We choose then as a field of research, an outreach program at a Catholic university (here called the Center), who works for social inclusion of people with disabilities from an interdisciplinary perspective, taking his team teachers and students in different areas of their undergraduate courses. From a brief history of higher education in Brazil, the implementation of continuing education in institutions of higher education and in this context, the debate on the responsibilities of the State and the University for the development of society, emphasize the importance of assessment procedures university extension programs. From our point of view, these processes are essential to advance these programs and play an important role in the formation of student extension. We argue that the evaluation of extension programs is necessary to address the inseparability of the axes of teaching and research-extension, interdisciplinarity, and to the peculiarities of the specific study, the inclusion of people with disabilities. We develop a meta-evaluation of goals: (1) determine what are the strengths of the evaluation process conducted by the extension program put into the study, (2) ascertaining the weaknesses of this process, and (3) to reflect about which aspects of this assessment contributes to the formation of students participating in the program. This is a case study, and the methodological procedures used were document analysis of the program, literature review, and conducting semi-structured interview with the Coordinator of the program. The empirical analysis was constructed qualitatively and quantitatively. The results showed that operating a process to assess the extent is a complex and that gaps and contradictions must be analyzed carefully, may limit the contributions that the extension activities have potential for the training of students who took part. / A partir do interesse em compreender a forma??o do estudante universit?rio, focalizandoo como futuro profissional que deve ser capaz de atuar de forma diferenciada nas diversas situa??es de sua trajet?ria profissional e pessoal e com elevado compromisso social, entendemos que os programas de extens?o universit?ria podem cumprir importante papel neste sentido. Os programas de extens?o visam, dentre seus objetivos, a capacita??o para os estudantes universit?rios assumirem compromissos sociais e trabalharem por uma sociedade menos desigual. Elegemos, ent?o, como campo da pesquisa, um programa de extens?o de uma universidade cat?lica (aqui chamado de Centro), que trabalha pela inclus?o social de pessoas com defici?ncia, numa perspectiva interdisciplinar, tendo em sua equipe professores e estudantes de diferentes ?reas dos seus cursos de gradua??o. A partir um breve hist?rico sobre a educa??o superior no Brasil, a implanta??o da extens?o universit?ria nas institui??es de ensino superior e, neste contexto, do debate sobre as responsabilidades do Estado e da universidade pelo desenvolvimento da sociedade, destacamos a import?ncia dos processos de avalia??o dos programas de extens?o universit?ria. De nosso ponto de vista, estes processos s?o imprescind?veis para fazer avan?ar estes programas e t?m importante papel na forma??o dos alunos-extensionistas. Argumentamos que na avalia??o de programas de extens?o ? necess?rio abordar a indissociabilidade dos eixos ensino-pesquisa-extens?o, a interdisciplinaridade e, em fun??o das peculiaridades do programa espec?fico estudado, a inclus?o social das pessoas com defici?ncia. Desenvolvemos um trabalho de metaavalia??o, com objetivos de: (1) verificar quais s?o os pontos fortes do processo de avalia??o realizado pelo programa de extens?o colocado em estudo; (2) averiguar quais s?o as fragilidades deste processo; e (3) refletir sobre quais aspectos esta avalia??o contribui para a forma??o dos estudantes que participam do programa. Trata-se de um estudo de caso, e os procedimentos metodol?gicos utilizados foram an?lise documental do programa, revis?o bibliogr?fica, e realiza??o de entrevista semi-estruturada com a Coordenadora do programa. O material emp?rico constru?do foi analisado qualitativa e quantitativamente. Os resultados mostraram que colocar em funcionamento um processo de avalia??o da extens?o ? um trabalho complexo e que lacunas e contradi??es precisam ser analisadas com cuidado, porque podem limitar as contribui??es que as atividades extensionistas tem em potencial para a forma??o dos estudantes que delas participam.

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[ES] La presente tesis explora dos experiencias de extensión universitaria latinoamericanas desde el enfoque de las capacidades para el desarrollo humano, las cuales son: la Universidad Nacional, Costa Rica y la Universidad Nacional de Rosario, Argentina. Nuestro objetivo es comprender la contribución de tales prácticas para transitar hacia una extensión transformadora. A partir de una aproximación de corte cualitativo, identificamos las capacidades más valoradas por las personas participantes (estudiantes y personas de las organizaciones sociales y comunitarias), así como los recursos institucionales y los factores de conversión que intervienen en tales prácticas extensionistas. Desde una perspectiva crítica de la extensión universitaria y sostenida en los paradigmas constructivista e interpretativista, elegimos el estudio de caso, buscando la comprensión de la realidad y del significado de la experiencia para las personas participantes. En el campo metodológico, se desplegaron diferentes métodos cualitativos, tales como la revisión documental, observación participante, entrevistas y grupos de discusión. En cuanto a los resultados, destacamos la recuperación y sistematización de literatura latinoamericana relacionada con la extensión universitaria, reconociendo la fortaleza de la cultura extensionista para una formación integral, así como su contribución social al desarrollo humano sostenible. Por otro lado, se pone en valor las virtudes metodológicas del enfoque de las capacidades en la educación superior que permitió el diseño del primer índice latinoamericano que recoge las capacidades individuales y colectivas más valoradas por los diferentes actores de la extensión universitaria, así como los principales recursos y factores de conversión que posibilitan la expansión de tales capacidades. El índice aquí presentado agrupa seis capacidades estudiantiles ampliadas durante la experiencia extensionista, que evidencian el enfoque integral y transformador de tales prácticas en el ámbito personal, comunitario y profesional, que se encuentra alineado con los valores del desarrollo humano y el ideario de la Reforma de Córdoba. Por otro lado, desde los contextos locales, se destacó la expansión de tres capacidades individuales y cinco colectivas. A partir de tal análisis, se logró visibilizar la confluencia de diferentes factores (personales, sociales y ambientales) en la expansión de esas capacidades, así como proponer transformaciones universitarias y educativas necesarias para transitar hacia una extensión transformadora. Por último, esta investigación aporta una serie de valores, principios y fines para alcanzar una extensión transformadora alineada con el desarrollo humano sostenible. Para promover esta transición, se requiere que las universidades públicas latinoamericanas impulsen y faciliten procesos de co-diseño que promuevan la creación y actualización de normativa institucional y el fomento de una cultura y gestión institucional dirigidas a potenciar la extensión transformadora. / [CA] La present tesi explora dues experiències d'extensió universitària llatinoamericanes des de l'enfocament de les capacitats per al desenvolupament humà, les quals són: la Universitat Nacional, Costa Rica i la Universitat Nacional de Rosario, Argentina. El nostre objectiu és comprendre la contribució d'aquestes pràctiques per transitar cap a una extensió transformadora. A partir d'una aproximació de tall qualitatiu, identifiquem les capacitats més valorades per les persones participants (estudiants i persones de les organitzacions socials i comunitàries), així com els recursos institucionals i els factors de conversió que intervenen en aquestes pràctiques extensionistes. Des d'una perspectiva crítica de l'extensió universitària i sostinguda en els paradigmes constructivista i interpretativista, triem l'estudi de cas, buscant la comprensió de la realitat i del significat de l'experiència per a les persones participants. En el camp metodològic, es van desplegar diferents mètodes qualitatius, com ara la revisió documental, l'observació participant, les entrevistes i els grups de discussió. Pel que fa als resultats, destaquem la recuperació i sistematització de literatura llatinoamericana relacionada amb l'extensió universitària, reconeixent la fortalesa de la cultura extensionista per a una formació integral, així com la seva contribució social al desenvolupament humà sostenible. D'altra banda, es posa en valor les virtuts metodològiques de l'enfocament de les capacitats en l'educació superior que va permetre el disseny del primer índex llatinoamericà que recull les capacitats individuals i col·lectives més valorades pels diferents actors de l'extensió universitària, així com els principals recursos i factors de conversió que possibiliten l'expansió d'aquestes capacitats. L'índex ací presentat agrupa sis capacitats estudiantils ampliades durant l'experiència extensionista, que evidencien l'enfocament integral i transformador de tals pràctiques en l'àmbit personal, comunitari i professional, que es troba alineat amb els valors del desenvolupament humà i l'ideari de la reforma de Còrdova. D'altra banda, des dels contextos locals, es va destacar l'expansió de tres capacitats individuals i cinc col·lectives. A partir d'aquest anàlisi, es va aconseguir visualitzar la confluència de diferents factors (personals, socials i ambientals) en l'expansió d'aquestes capacitats, així com proposar transformacions universitàries i educatives necessàries per transitar cap a una extensió transformadora. Finalment, aquesta investigació aporta una sèrie de valors, principis i fins per assolir una extensió transformadora alineada amb el desenvolupament humà sostenible. Per promoure aquesta transició, es requereix que les universitats públiques llatinoamericanes impulsin i facilitin processos de co-disseny que promoguin la creació i actualització de normativa institucional i el foment d'una cultura i gestió institucional dirigides a potenciar l'extensió transformadora. / [EN] This thesis explores two Latin American university extension experiences from the perspective of human development capabilities: Universidad Nacional, Costa Rica and Universidad Nacional de Rosario, Argentina. Its objective is to understand the contribution of such practices to move towards a transformative extension. From a qualitative approach, the participants' (students and people from social and community organizations) most valued capabilities were identified, along with the institutional resources and conversion factors involved in such extension practices. From a critical perspective of university extension and sustained in the constructivist and interpretivist paradigms, the case studies to understand the reality and meaning of the participants' experience were chosen. Different qualitative methods were deployed in the methodological field, such as documentary review, participant observation, interviews, and discussion groups. As for the results, the recovery and systematization of Latin American literature related to university extension were highlighted, recognizing the extensionist culture's strength for an integral formation and its social contribution to sustainable human development. On the other hand, there is an emphasis on the methodological virtues of the capabilities approach in higher education that allowed the design of the first Latin American index that gathers the individual and collective capabilities most valued by the different actors of university extension, as well as the primary resources and conversion factors that make possible the expansion of such capabilities. The index presented here brings together six student capabilities that were expanded during the extension experience, which show the comprehensive and transformative approach of such practices in the personal, community and professional fields, and aligned with the values of human development and the ideas of the Reforma de Córdoba. On the other hand, the expansion of three individual and five collective capabilities was highlighted from the local contexts. Based on this analysis, the confluence of different factors (personal, social and environmental) in expanding these capabilities was made visible and proposing the university and educational transformations needed to move towards a transformative extension. Finally, this research provides a series of values, principles and goals to achieve a transformative extension aligned with sustainable human development. To promote this transition, Latin American public universities are required to encourage and facilitate co-design processes that promote the creation and updating of institutional regulations and the promotion of institutional culture and management to enhance the transfer of knowledge and skills to the public sector. / Monge Hernández, CL. (2021). La universidad latinoamericana en la sociedad. Análisis de la relación entre universidad y comunidad desde el enfoque de capacidades para el desarrollo humano [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/166794