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The text discusses the winners of the Grand Prize Award in the Learning by Design magazine. The first winner is Bard High School Early College in Washington, DC, which transformed a 1960s-era building into a "learning landscape" with a focus on civic presence, community connectivity, and student experience. The second winner is the Center for Science and the Environment at Bristol County Agricultural High School in Dighton, MA, which incorporates green roofs, outdoor learning spaces, and composting toilets. The third winner is the Logan Memorial Educational Campus in San Diego, CA, which features flexible learning environments, sustainability features, and community input. The fourth winner is Salish Coast Elementary School in Port Townsend, WA, which emphasizes outdoor connections and flexibility between classrooms. [Extracted from the article]

Invasive species can generate negative impacts environmentally, socially, and economically. The interplay between human and natural systems renders management a complex problem that must be addressed by decision-makers. Perceptions of invasive species issues varies depending on an individual's access to information. Although invasive species and their management are often discussed in formal higher education, not all members of the population have access to a formal educational setting. Informal educational experiences may be a mechanism to reach out to community members in a more accessible and perhaps engaging way than traditional higher education classroom experiences. The purpose of this study was to determine the effect of an informal, place-based educational program on perceptions and knowledge of invasive species and their management within the community. Place-based education is a pedagogy connection local places with intimate knowledge of the systems, processes, and outcomes that give it meaning to human and nonhuman species. First, we organized and administered short walks in two central Texas, USA, parks with conversational lessons and hands-on learning experiences. Second, we administered a follow-up retrospective-reflective survey to measure participants' knowledge and perceptions of invasive species management and postwalk/lesson changes in them. We also compared between the treatment group of participants versus a control group within the community who did not participate in the informal lessons. Fifty-two people participated in both the educational program walks and testing over the course of 1 year, and 63 people were included in the follow-up retrospective-reflective survey control group. Results indicate a statistically significant positive change in knowledge and perception categories within the treatment group. Post hoc results indicate a positive change in knowledge and perceptions in our sample as a function of treatment group members' age and income, respectively. The methodology used in this study was simple and inexpensive. Hence, our approach could be easily replicated in other areas to educate community members. [ABSTRACT FROM AUTHOR]

This article explores the educational challenges faced in Myanmar, particularly in ethnic autonomous areas and areas affected by the military coup. It introduces a project called "Place-Based Education and Community Storytelling" that seeks to address these challenges by incorporating place-based education and storytelling into the curriculum. The project involves training workshops for teachers and the development of alternative teaching materials that emphasize local identities and preserve endangered memories. The article also highlights a recent workshop in Chiang Mai, Thailand, where a diverse group of participants shared personal stories and learned about storytelling and place-based learning. The text includes personal narratives and reflections from individuals in Myanmar, discussing topics such as longing for home and family, the value of water, and the importance of a silicone comb for hair hygiene. The workshop in Thailand aimed to empower participants and underscore the significance of their stories. [Extracted from the article]

Activity #1 Trees and Forests Carbon Capture We want to find out how much carbon the trees in our schoolyard are storing. References https://www.insideeducation.ca/learning-resources/our-forest-48/ Carbon Calculators: https://www.insideeducation.ca/uploads/source/learning/its-our-forest/ItsOurForest TeachersGuide 2015.pdf https://www.fs.usda.gov/ccrc/tool/cufr-tree-carbon-calculator-ctcchttps://treeplantation.com/tree-carbon-calculator.htmlhttps://cdn.naturalresources.wales/media/687190/eng-worksheet-carbon-storage-calculator.pdf https://www.unm.edu/~jbrink/365/Documents/Calculating tree carbon.pdf Appendix A: Four-part Educational Activity Outline Carbon Capture overview Guiding Questions: What role do trees play in a wetland ecosystem. Measure the height of a student in centimeters and count the number of times that student's height fits into the tree. Activity #2: tree identification Let's take some time to identify the trees. [Extracted from the article]

Researchers at Illinois State University recently published a study reflecting on a graduate class that focused on walking and documenting experiences during the pandemic. The study explored the intersection of place, decolonization, and classroom community through a walking project on Instagram. The research highlighted the feminist and place-based benefits of walking pedagogy and challenged traditional academic scholarship practices. The full article can be accessed in Studies in Social Justice, and more information is available from Illinois State University. [Extracted from the article]

A recent study conducted by the University of Michigan compared the barriers and benefits of implementing community-based clinical education (CBCE) in dental and dental hygiene education programs in the United States. The research highlighted significant differences in institutional and human resource barriers, as well as benefits such as raising student awareness of social determinants of health and increasing the oral health workforce. The findings aim to inform the feasibility of integrating CBCE into education programs to address health inequities in access to oral care, particularly for underserved populations. This peer-reviewed research provides valuable insights for improving oral health education and addressing disparities in oral care access. [Extracted from the article]

Researchers at Kobe University Graduate School of Medicine conducted a study to assess the medium-term effects of a community-based medical education program in Tamba, Japan. The study focused on the program's influence on regional-quota students seeking to become residents at the Hyogo Prefectural Tamba Medical Center. Results showed that students who participated in the program during their senior years had a significantly higher application rate for residency programs compared to those who did not. This study highlights the importance of community-based medical education programs in shaping future medical professionals in Japan. [Extracted from the article]

A recent study from the University of Texas Austin examined different models of naloxone distribution in the United States to address opioid overdose rates. The research reviewed various distribution models, highlighting strengths and barriers to implementation, with a focus on community-based programs and pharmacies. The study emphasized the need for improved data collection to evaluate the impact of naloxone distribution on health outcomes and mortality rates. For more information, readers can refer to the Substance Use & Addiction Journal. [Extracted from the article]

A recent study conducted at the University of California San Francisco (UCSF) explored experts' perspectives on children's access to community-based therapeutic and educational services following pediatric genomic sequencing for rare conditions. The research highlighted the complexity of the referral and assessment system for service provision, emphasizing that genetic diagnoses are secondary to behavioral observations in determining eligibility. While genomic results may not directly impact service provision, they can strengthen evidence for behavioral diagnoses and support needs. The study concluded that there is a need to integrate genetic knowledge with existing forms of assessment and provide additional support for families navigating social and therapeutic services. [Extracted from the article]

The National Endowment for the Humanities is offering grants for the Landmarks of American History and Culture program, which aims to enhance humanities teaching and scholarship by incorporating place-based approaches. The program includes one-week workshops in residential, virtual, and combined formats for K-12 educators, higher education faculty, and humanities professionals. Eligible applicants include colleges, universities, nonprofit organizations, and state, local, and Native American tribal governments, with a total of $2.5 million available for up to 17 awards of up to $190,000 each. The workshops will focus on experiential learning, discussions, readings, and visits to various cultural and historical sites to explore the significance of memory and change over time in different regions. [Extracted from the article]

A recent study conducted by Universitas Diponegoro in Semarang, Indonesia, focused on nursing students' perceptions of assessment items used in online community-based Interprofessional Education (IPE) programs during the COVID-19 pandemic. The research found that students across medical, nursing, and nutrition programs generally agreed with the assessment items, with no significant differences based on gender or discipline. Additionally, there was a significant correlation between students' motivation and their perception of the assessment items. The study concluded that all assessment items were perceived as relevant for assessing students in online IPE learning environments. [Extracted from the article]

The article discusses that the girls from the Partnership for Appalachian Girls Education Program have participated in the Southern Appalachian Clubtail Mapping Project, which aims to document dragonfly nymphs and their distribution. They have discovered a Mountain River Cruiser nymph, providing valuable data and a chance for hands-on learning in stream ecology and dragonfly research.

New empirical qualitative research involving interviews with ten educators who have been employing AWC for between 1-3 years, shows AWC to be a highly accessible and useful tool for taking learning outside. But it also justifies employing a walking-focused practice in teacher learning. In my own work with imaginative ecological teaching practices, specifically A Walking Curriculum (AWC) (Judson, 2018), I noticed a marked increase in calls for professional learning, increased resource sales, and over 850 registrants in the 2021 Walking Curriculum 30-Day Challenge. While learning of the popularity of AWC is great, my bigger interest is for AWC to support deeper pedagogical change. [Extracted from the article]

A recent study conducted by Universitas Padjadjaran in Indonesia examined parents' perceptions of sex education for early adolescents in elementary schools in the Hegarmanah Village area. The research found that the majority of parents had a negative perception of sex education for their children, while a smaller percentage had a positive perception. The study suggests that a community-based education program is needed to improve parents' perceptions of sex education and promote a more positive outlook. This research provides valuable insights into the challenges surrounding sex education in Indonesia. [Extracted from the article]

A study conducted by researchers at the University Health Network aimed to explore how to raise awareness among immigrant women about the role of physical activity (PA) in reducing cancer risk. The study involved semi-structured telephone interviews with 22 immigrant women and 16 community agency managers from across Canada. The participants expressed interest in education about PA and cancer, and identified preferences for the design of education sessions, including content, format, personnel, cultural tailoring, and reinforcing strategies. The researchers concluded that further research is needed to assess the feasibility and impact of PA education sessions based on these findings. [Extracted from the article]

A new report discusses research findings on pelvic organ prolapse, a condition where the vaginal compartments and surrounding organs descend due to loss of support of the vaginal tissue. The study aimed to determine the prevalence of pelvic organ prolapse and its associated risk factors among women in the Sidama region of Ethiopia. The research found that anatomical prolapse was observed in 30.9% of participants, and the prevalence of symptomatic pelvic organ prolapse was 78.5% among women with anatomical prolapse. Risk factors for developing pelvic organ prolapse included higher frequency of childbirth, prolonged heavy lifting activities, prolonged labor, and childbirth at an early age. The study suggests that community-based education and interventions focusing on modifying these risk factors are needed. [Extracted from the article]

A systematic review was conducted to examine the relationship between social determinants of health and cancer disparities in the United States. The review found strong evidence linking social determinants such as socioeconomic status and healthcare access to disparities in cancer screening rates, stage at diagnosis, and survival outcomes. Effective interventions identified included patient navigation programs, community-based education initiatives, and policy changes to expand insurance coverage. However, the quality and long-term impact of many interventions were limited by short follow-up periods and small sample sizes. The review concludes that addressing social determinants is crucial for reducing cancer disparities, and future research should focus on developing and evaluating interventions that target both individual and structural determinants. [Extracted from the article]

A recent study conducted by researchers from the University of Western Australia explores the challenges faced by dental school community-based dental education (CBDE) program coordinators in Australia. The study found that successful implementation of CBDE programs requires careful planning, effective coordination, and recognition of CBDE as an educational activity grounded in evidence-based pedagogy. The researchers recommend that dental institutions establish collaborative partnerships with local community organizations, allocate resources for outreach initiatives, and provide guidance to coordinators, students, and external clinical supervisors. This research provides valuable insights for dental schools and their community partners in Australia. [Extracted from the article]

A recent study conducted by the University of California Los Angeles (UCLA) highlights the importance of dental schools engaging with dental support organizations (DSOs) to better prepare students for diverse practice settings. As the dental practice market shifts away from solo private practices, it is crucial for dental educators to train future providers to deliver quality care to diverse patient populations. The UCLA School of Dentistry has implemented a community-based clinical education program that includes partnerships with DSOs, which has not only enhanced dental education but also improved access to care for vulnerable populations. This research has been peer-reviewed and provides valuable insights for dental education and practice. [Extracted from the article]

A recent study conducted by researchers at Hawassa University in Ethiopia examined the impact of a health education intervention on maternal health service utilization in the country. The study utilized a community-based, two-arm, parallel-group cluster randomized controlled trial among pregnant mothers in the Northern Zone of Sidama National Regional State. The results showed that the health education intervention significantly increased the utilization of antenatal care and health facility delivery services. However, it did not have a significant impact on postnatal care utilization. The researchers concluded that expanding the health education intervention with certain modifications could further improve maternal health service utilization in Ethiopia. [Extracted from the article]

A study conducted by the Ministry of Health in Iran explored the factors affecting social accountability and community-based medical education in universities of medical sciences. The study involved 68 managers of Education Development Centers and 323 managers of Education Development Offices from schools and hospitals in Iran. The research identified and categorized various factors, such as curriculum, community-based education, students, faculty members, evaluation, and management, that influence social accountability in medical universities. The findings can be used by top managers and educational administrators for planning purposes. [Extracted from the article]

A recent study conducted by researchers at Tehran University of Medical Sciences examined the implementation and impact of community-based dental education (CBDE) in dental schools in Iran. The study found that 47% of the dental schools surveyed reported having CBDE in their curriculum. The most commonly practiced dental procedures in extramural sites were pediatric dentistry, restorative dentistry, and dental examination. The study concluded that while CBDE has been integrated into dental programs in Iran, there is a wide variation in its characteristics and extent. The researchers suggest that positive changes in dental programs can enhance the effectiveness of CBDE. [Extracted from the article]

Community-based fieldwork experiences can serve as opportunities to help preservice teachers expand their conceptions of where, how, and with whom music education can occur. Community-based mentors can play a critical role in helping novice music educators navigate these spaces. In this article, we explore the role of mentorship in community-based music education placements. We draw from our experiences as a preservice teacher and community-based mentor to present three strategies to consider when entering a communitybased mentoring relationship: investigating organizational and personal purpose, creating space for ongoing mutual reflection, and building caring relationships. [ABSTRACT FROM AUTHOR]

The purpose of this research project was to examine how a sistema-inspired program contributed to students' sense of place. Place-based education acknowledges that learning and learners are part of nested ecosystems, and that the knowledge and skills are reflective of this context and can also contribute to it. We conducted a case-study of a Canadian sistema-inspired program through which students learned to play a string instrument; the program also included opportunities to sing in a choir and play percussion instruments. Through data gathered from the program director, artist-teachers, students, parents, and school leaders, we found that a sense of place was enhanced through an integration of learning and citizenship. The selection of repertoire was reflective of a variety of musics that were heard in the neighbourhood. Students were also asked to contribute to a program ecosystem through improvisation and solo opportunities, as well as opportunities for more advanced students to help others. Students also contributed to the school and community contexts through their performances. This study enhances our understanding of ways that music supports personal development and strengthens and illuminates the ways that we can help students make connections to their various ecosystems through music, thus strengthening their connections to place. [ABSTRACT FROM AUTHOR]

The article focuses on a place-based teaching to educate students about local indigenous history and culture. It specifically emphasizing the Stockbridge-Munsee Community in Berkshire County, Massachusetts, using the Standard Model of Indigenous Learning (SMIL). It is further noted that teachers integrated these lessons across subjects, including art, ELA, and social studies, to promote a more profound understanding of indigenous history.

The article informs about the Lower Kuskokwim School District's commitment to bilingual education and culturally relevant learning, encompassing a 30-year history of investment in these areas. Topics include the district's strategic thinking model, the implementation of the Yugtun/Cugtun Dual Language Enrichment program, and efforts to create an authentic Yup'ik language assessment tool.

A report from the University of Ibadan in Nigeria discusses the challenges faced by women in internally displaced camps in Benue State regarding sexual and reproductive health (SRH) services. The report outlines a protocol for a community-based health education intervention study that aims to address these challenges, specifically focusing on HIV/AIDS, contraception, and cervical cancer screening. The study will involve trained Community-Based Reproductive Health Personnel (CBRHP) and/or mHealth technology to provide three months of health education. The researchers will assess the effectiveness of the intervention through questionnaires, interviews, and focus group discussions, analyzing both quantitative and qualitative data. The primary outcome measures will include the level of knowledge of SRH, the number of people seeking RH services, and the specific services sought. The study also aims to assess the challenges associated with accessing and utilizing RH services. [Extracted from the article]

A new report discusses research findings on public health from Tilburg University. The study focuses on community-level interventions for promoting active aging and examines interventions reported in the literature guided by Community-Based Participatory Research (CBPR) principles. The study identifies design considerations for integral interventions that integrate physical, social, and digital elements. The findings offer valuable insights and practical guidance for researchers and practitioners developing community-level integral interventions for active aging, and highlight the importance of sharing recruitment methods, collaboration specifics, and findings with stakeholders beyond academia. The next phase involves evaluating these design considerations in real-world cases to assess their applicability and identify areas for improvement. [Extracted from the article]

This article from Green Teacher focuses on the concept of inclusive place-based environmental education and how to consider people's diverse needs when facilitating outdoor learning. It provides practical considerations for educators to plan inclusive experiences, such as ensuring participants' well-being, facilitating communication, accommodating safe physical passage, and providing multiple means of representation. The article emphasizes the importance of being mindful of basic human needs, using communication aids, checking for obstacles, and utilizing technology to enhance learning outside the classroom. The authors draw on their own experiences and suggest strategies to overcome potential challenges. [Extracted from the article]

The article titled "Letters to the Editor" discusses the concept of place-based education in geoscience. The author expresses concerns and objections to this practice, arguing that it moves away from scientific disciplines and towards political science and sociology. They argue that mixing scientific and non-scientific methods can dilute scientific content and thinking. The author also questions the scientific rigor of place-based geology education and criticizes the inclusion of justice goals in a science curriculum. They believe that incorporating place-based education poses a danger to the integrity of geology as a science. [Extracted from the article]

The Commerce Department's National Marine Fisheries Service is accepting applications for the FY24 NOAA Gulf of Mexico Bay Watershed Education and Training (B‐WET) program. This program aims to promote environmental education for K–12 students and professional development for teachers, with a focus on place-based experiential learning. The deadline for applications is February 5, 2024, and awards ranging from $25,000 to $100,000 are expected. Eligible applicants include colleges and universities, nonprofit organizations, government entities, and independent school districts. The program prioritizes professional development for teachers, exemplary programs combining teacher professional development with student experiences, and the implementation of meaningful watershed educational experiences. More information can be found at www.grants.gov. [Extracted from the article]

The 1990 National Environmental Education Act established PEYA, which recognizes outstanding environmental stewardship projects from students in Grades K-12 that promote environmental awareness and encourage community involvement. B WASHINGTON b - U.S. Environmental Protection Agency (EPA) Administrator Michael S. Regan recently announced that EPA's Office of Environmental Education is requesting applications for the 2024 President's Environmental Youth Awards (PEYA) and Presidential Innovation Awards for Environmental Educators (PIAEE). [Extracted from the article]