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Expanding Interprofessional Education Through a Graduation RequirementCrouch, Michael A., Cross, Leonard Brian, Brown, Stacy D., Calhoun, Larry D., Bishop, Wilsie S. 01 July 2012 (has links)
Abstract available in the American Journal of Pharmaceutical Education.
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Evolution of an Information Competency Graduation Requirement: Current Impact and Future ImplicationsFord, Lorrita 24 April 2012 (has links)
Poster presentation from the Living the Future 8 Conference, April 23-24, 2012, University of Arizona Libraries, Tucson, AZ. / The College of San Mateo institutionalized information competency proficiency as a graduation requirement in Fall 2010. This session will trace the evolution of the requirement from conception to implementation, the multiple ways that the requirement can be satisfied, and its impact on students and library services.
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Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement RequirementHorner Schwarz, Kaylan 01 January 2011 (has links)
This thesis examined diverse students' experiences completing Ontario's community involvement requirement. An analysis of quantitative surveys and qualitative focus groups among 50 current and recently graduated secondary school students from widely contrasting socio-economic settings showed ways in which diverse participants perceived their community involvement activities, the support for community involvement in their schools, and their associated opportunities to develop capacity to make changes toward a more socially just world. Results indicated that low-income participants reported dissimilar experiences from high-income participants, in relation to the support for community involvement provided by school staffs, participants' direct or distant relationships with service recipients, and their sense of individual and collective agency to effect change. Thus, this study challenges the assumption that all students in Ontario have equal access to the citizenship education learning opportunities embedded in meaningful community involvement activities.
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Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement RequirementHorner Schwarz, Kaylan 01 January 2011 (has links)
This thesis examined diverse students' experiences completing Ontario's community involvement requirement. An analysis of quantitative surveys and qualitative focus groups among 50 current and recently graduated secondary school students from widely contrasting socio-economic settings showed ways in which diverse participants perceived their community involvement activities, the support for community involvement in their schools, and their associated opportunities to develop capacity to make changes toward a more socially just world. Results indicated that low-income participants reported dissimilar experiences from high-income participants, in relation to the support for community involvement provided by school staffs, participants' direct or distant relationships with service recipients, and their sense of individual and collective agency to effect change. Thus, this study challenges the assumption that all students in Ontario have equal access to the citizenship education learning opportunities embedded in meaningful community involvement activities.
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