scholarly journals Examining the Role of Summer Camps in Developing Academic and Workplace Readiness

2018 ◽  
Vol 13 (1-2) ◽  
pp. 83-104 ◽  
Author(s):  
Cait Wilson ◽  
Jim Sibthorp
Keyword(s):  
Experiential Learning ◽  
Learning Outcomes ◽  
Summer Camp ◽  
Summer Camps ◽  
Workplace Readiness ◽  
Relationship Skills ◽  
Self Confidence ◽  
Supportive Environments ◽  
Communal Living

Summer camps are an effective setting for youth to develop skills essential for academics and the workplace yet are often not recognized as such. Therefore, the primary aim of this study was to investigate learning outcomes from camp most applicable to academics and workplace readiness. As a secondary aim, the researchers sought to identify the mechanisms at camp that support this learning. Youths’ primary learning outcomes include relationship skills, teamwork, how to live with peers, self-confidence, organization, responsibility, independence, perseverance, career orientation, and emotion regulation. In general, mechanisms that supported participants’ learning of outcomes included experiential learning, camp as separate time and space, camp schedules, the role of counselors, communal living, safe and supportive environments, and diversity of people. The implications for camp staff include furthering their programming efforts by placing an emphasis on the mechanisms that elicit academic and workplace readiness. With intentional effort, summer camp can be an important setting for youth to learn valuable skills that are beneficial for them to succeed in academics and work.

scholarly journals Understanding the Role of Summer Camps in the Learning Landscape: An Exploratory Sequential Study

2019 ◽  
Vol 14 (3) ◽  
pp. 9-30 ◽  
Author(s):  
Dan Richmond ◽  
Jim Sibthorp ◽  
Cait Wilson
Keyword(s):  
Learning Outcomes ◽  
Summer Camp ◽  
National Sample ◽  
Summer Camps ◽  
Mixed Methods Design ◽  
School Sports ◽  
Long Term Impact ◽  
Study Participants

Summer camp is an important setting within the learning landscape of youth—a landscape that also includes school, sports, arts and music, religious settings, home, and eventually, work. While research on camp outcomes is abundant, practitioners and policymakers have little empirical evidence that summer camp participation offers long-term impact and value. The purpose of this study was to build on existing camp research to identify learning outcomes that are highly attributable to camp participation and to determine whether these outcomes are considered important in everyday life. A second purpose was to identify other settings that may contribute to learning outcomes often associated with camp participation. This study used mixed methods design and involved a national sample of 352 individuals (18-25 years old) who had attended camp for at least 3 weeks in their youth and had not worked at a camp. Alumni reported that the development of independence, perseverance, responsibility, appreciation for differences, and appreciation for being present were camp-related outcomes that were highly attributable to their camp experiences and that these outcomes were also of high importance in daily life. Among all outcomes that were highly attributable to camp, study participants noted that camp was a primary setting for developing affinity for nature, how to live with peers, leisure skills, a willingness to try new things, independence, being present, and empathy and compassion. School and home were primary learning settings for other outcomes. Findings from this study help identify where camp is particularly effective in promoting lasting outcomes and areas where camps may need more intentionality and resources.

scholarly journals Exclusion of SARS-CoV-2 from Two Maine Overnight Camps July-August 2020

2021 ◽  
pp. 1-10
Author(s):  
Rachel H. Kowalsky ◽  
Susan Fine ◽  
Matthew Eisenberg
Keyword(s):  
United States ◽  
Summer Camp ◽  
Self Esteem ◽  
The Other ◽  
Summer Camps ◽  
Symptom Checklist ◽  
Antigen Test ◽  
Saliva Collection ◽  
Communal Living ◽  
Nonpharmaceutical Interventions

ABSTRACT Objective: Summer camp can positively affect self-esteem and social skills. Most United States summer camps did not open during 2020 because of concerns about SARS-CoV-2. Our objective is to describe exclusion strategies successfully used by two summer camps in Maine. Methods: Prior to camp arrival, all attendees were asked to quarantine at home for fourteen days and perform a daily symptom checklist. Salivary specimens were submitted by mail for SARS-CoV-2 PCR testing four days prior to arrival, and again four days after arrival. At camp, multiple layers of nonpharmaceutical interventions (NPIs) were employed. Results: 717 (96.7%) prospective attendees underwent remotely supervised saliva collection; four were positive and did not come to camp. Among the 20 who did not submit a sample, three did not come to camp; the other 17 underwent screening and a rapid antigen test for SARS-CoV-2 immediately upon arrival and before reporting to communal living spaces; all were negative. All campers and staff were re-tested by salivary PCR four days after arrival, and all were negative. Conclusions: We demonstrate that it is possible to safely operate overnight camps during a pandemic, thus supporting the continued physical and socioemotional growth of children, using multiple layers of NPIs.

scholarly journals Simulated learning in rural community environment: pushing the boundary

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Burhanuddin Ali Akber ◽  
Mehak Ismail Rajani ◽  
Farah Khalid ◽  
Charles Docherty
Keyword(s):  
Experiential Learning ◽  
Learning Outcomes ◽  
Rural Community ◽  
Education Management ◽  
Community Environment ◽  
Simulated Learning ◽  
Simulation Based ◽  
Set Up ◽  
Simulation Center

AbstractExperiential learning through simulation can play a very significant role, not only in hospital settings but also in community contexts (Lubbers and Rossman, Nurse Educ. Today 48:140-144; Wheeler and McNelis, Nurs. Educ. Perspect 35:259-261). This paper discusses the concept of creating a novel simulated village set-up within a modern simulation center, to effectively deliver contemporary learning outcomes. It also highlights the challenges and risks of developing a simulated village set-up and strategies to counteract them. Furthermore, it describes the role of simulation specialists as innovators and explicates the gamut of expertise in education, management, and technologies that are required to deliver excellence in simulation-based education.

scholarly journals DEVELOPMENT OF MICROTEACHING LEARNING MODEL BASED ON EXPERIENTIAL LEARNING THROUGH ROLE OF MODELS AND GROUPS

Vidya Karya ◽  
2021 ◽  
Vol 36 (1) ◽  
pp. 25
Author(s):  
Yudi Supiyanto ◽  
Heny Sulistyaningrum ◽  
Henny Sri Astuty
Keyword(s):  
Experiential Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Student Response ◽  
Teaching Skills ◽  
Direct Experience ◽  
Model Based ◽  
Effectiveness Data

One learning model that prioritizes direct experience is experiential learning. Experiential learning orientates learning to direct experience. This follows the objectives of microteaching courses. The purposes of the study were:  1. Developing a microteaching learning model based on experiential learning through models and groups to improve qualified teaching skills/practical and effective, 2. Developing supporting the administration of microteaching learning model based on experiential learning through the role of models and groups to improve qualified teaching skills /practical, and effective.  This research used a developmental study using Plomp model, which consisted of five stages. Furthermore, to assess the quality of microteaching learning models based on experiential learning, Nieveen criteria was used to fulfil the practicality and effectiveness. The study results were based on the practical aspects of management, lecturer and student activities on learning using microteaching learning models based on experiential learning through the role of models and groups with an overall average of 3.5 with very good indicators. It had very practical implementation. The result of the effectiveness data analysis from student learning outcomes, lecturer response questionnaire, and student response questionnaire to microteaching learning, had good average learning outcomes. The effectiveness data analysis from student learning outcomes, lecturer response questionnaire, and student response questionnaire to microteaching learning model based on experiential learning through the role of models and groups had good average learning outcomes.Keywords: Experiential Learning; Micro Teaching; Teaching Skills

PENERAPAN KURIKULUM 2013 DALAM MENINGKATKAN KETERAMPILAN, SIKAP, DAN PENGETAHUAN

2017 ◽  
Vol 6 (2) ◽  
pp. 389
Author(s):  
Otang Kurniaman ◽  
Eddy Noviana
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Learning Process ◽  
Research Method ◽  
Student Knowledge ◽  
Learning Materials ◽  
Value Of Knowledge ◽  
The Third ◽  
Self Confidence ◽  
Classroom Action Research

Implementation of the 2013 curriculum is very different from the previous curriculum, there are still many obstacles that we know greatly affect the learning outcomes, both in terms of media used, the assessment in the 2013 curriculum is more complicated than the previous curriculum then the methods used to convey the learning materials that want to be taught not effective or even incompatible with the material to be conveyed. This research method is a classroom action research conducted in improving the learning process, with four meetings. The assessment taken in this study is an evaluation evaluation of each meeting in the form of attitudinal value, value of knowledge and skill value based on teacher's book on theme 4 "Healthy is Important" with sub theme 1 "Importance of Health and Environment". On the attitudes that appear attitude of self-confidence, curiosity and independence Already entrusted by 20.68% confidence, and curiosity while mandated 6.2% lower because students are still not familiar with the implementation of the curriculum 2013. Results of student knowledge seen the development in excellent value at the first meeting of 36.4%, at the second meeting decreased to 30.3%, while at the third meeting experienced a 52.25% increase again. While on the results of these students' skills on four meetings emerged every meeting with a very good category at the first meeting of 18.1%, at the second meeting increased to 27.3%, the third meeting decreased to 20.68%, while at the fourth meeting increased again by 65.62%.

KARAKTERISTIK PENCAPAIAN KEMAMPUAN PEMBUKTIAN DAN KEPERCAYAAN DIRI MAHASISWA MELALUI METODE MOORE

2018 ◽  
Vol 4 (2) ◽  
pp. 72-82
Author(s):  
Iyon Maryono ◽  
Siska Amanda Lucita Dewi ◽  
Agus Hikmat Syaf
Keyword(s):  
Learning Outcomes ◽  
Mixed Method ◽  
Student Learning Outcomes ◽  
Student Thinking ◽  
Student Responses ◽  
Self Confidence ◽  
Teacher Students ◽  
Thinking Process ◽  
Better Than ◽  
Important Activity

Pembuktian dalam matematika adalah suatu aktivitas yang penting, tetapi aktivitas ini tergolong sulit bagi mahasiswa calon guru matematika. Masalah ini salah satunya dipengaruhi oleh kepercayaan-diri. Tujuan penelitian ini adalah untuk menganalisis karakteristik pencapaian kemampuan pembuktian matematis dan kepercayaan-diri mahasiswa melalui metode Moore. Penelitian ini menggunakan metode campuran bertahap yaitu tahap kuantitatif dan tahap kualitatif. Pada tahap kuantitatif disimpulkan bahwa kemampuan pembuktian pada kelas yang menggunakan metode Moore lebih baik daripada kelas yang menggunakan model pembelajaran langsung. Metode Moore dapat mengungkap proses perkembangan capaian pembelajaran mahasiswa dalam pembuktian, sehingga dosen dapat memberikan umpan balik untuk mengembangkannya. Pada tahap kualitatif, dihasilkan karakteristik kemampuan pembuktian beberapa mahasiswa. Karakteristik ini ditinjau berdasarkan respon mahasiswa terhadap masalah pembuktian. Pada pembelajaran dengan metode Moore, mahasiswa tidak diperbolehkan membuka bahan ajar, sehingga dosen harus mengikuti alur berpikir mahasiswa dan mengarahkan proses berpikirnya. Sebagai implikasi, metode Moore baik digunakan dengan catatan mahasiswa harus belajar terlebih dahulu sebelum pembelajaran di kelas.Proving in mathematics is an important activity, but this activity is classified as difficult for prospective mathematics teacher students. This problem is influenced by self-confidence. The purpose of this study was to analyze the characteristics of achievement of students' mathematical proving ability and self-confidence  through the Moore method. This study uses a phased mixed method, namely quantitative and qualitative stages. In the quantitative stage, it was produced: "Based on the overall and PAM categories, the ability to prove the class using the Moore method is better than the class that uses the direct learning model". Moore's method can reveal the process of developing student learning outcomes in proof, so that lecturers can provide feedback to develop it. In the qualitative stage, the characteristics of the ability of several students are produced. these characteristics are reviewed based on student responses to the problem of proof. In the Moore method of learning, students are not allowed to open teaching materials, so the lecturer must follow the flow of student thinking and direct the thinking process. As an implication of the results of this study, the Moore method is well used with the notes that students must study before learning in class.

In retrospect: The influence of chief executive officers’ historical relative pay on overconfidence

2021 ◽  
pp. 147612702110048
Author(s):  
J Daniel Zyung ◽  
Wei Shi
Keyword(s):  
Chief Executive Officers ◽  
Empirical Support ◽  
Chief Executive ◽  
Firm Level ◽  
Self Confidence ◽  
Self Worth ◽  
Executive Officers ◽  
Leadership Research ◽  
The Relationship

This study proposes that chief executive officers who have received over their tenure a greater sum of total compensation relative to the market’s going rate become overconfident. We posit that this happens because historically overpaid chief executive officers perceive greater self-worth to the firm whereby such self-serving attribution inflates their level of self-confidence. We also identify chief executive officer- and firm-level cues that can influence the relationship between chief executive officers’ historical relative pay and their overconfidence, suggesting that chief executive officers’ perceived self-worth is more pronounced when chief executive officers possess less power and when their firm’s performance has improved upon their historical aspirations. Using a sample of 1185 firms and their chief executive officers during the years 2000–2016, we find empirical support for our predictions. Findings from this study contribute to strategic leadership research by highlighting the important role of executives’ compensation in creating overconfidence.

scholarly journals Medical Record Keeping in the Summer Camp Setting

2016 ◽  
Vol 07 (04) ◽  
pp. 1154-1167
Author(s):  
Jaycelyn Holland ◽  
Stuart Weinberg ◽  
S. Rosenbloom ◽  
Laura Kaufman
Keyword(s):  
Medical Record ◽  
Summer Camp ◽  
The United States ◽  
Summer Camps ◽  
Pediatric Care ◽  
Health Staff ◽  
Health Providers ◽  
Health Records ◽  
Record Keeping ◽  
Survey Responses

Summary Background Approximately one fifth of school-aged children spend a significant portion of their year at residential summer camp, and a growing number have chronic medical conditions. Camp health records are essential for safe, efficient care and for transitions between camp and home providers, yet little research exists regarding these systems. Objective To survey residential summer camps for children to determine how camps create, store, and use camper health records. To raise awareness in the informatics community of the issues experienced by health providers working in a special pediatric care setting. Methods We designed a web-based electronic survey concerning medical recordkeeping and healthcare practices at summer camps. 953 camps accredited by the American Camp Association received the survey. Responses were consolidated and evaluated for trends and conclusions. Results Of 953 camps contacted, 298 (31%) responded to the survey. Among respondents, 49.3% stated that there was no computer available at the health center, and 14.8% of camps stated that there was not any computer available to health staff at all. 41.1% of camps stated that internet access was not available. The most common complaints concerning recordkeeping practices were time burden, adequate completion, and consistency. Conclusions Summer camps in the United States make efforts to appropriately document healthcare given to campers, but inconsistency and inefficiency may be barriers to staff productivity, staff satisfaction, and quality of care. Survey responses suggest that the current methods used by camps to document healthcare cause limitations in consistency, efficiency, and communications between providers, camp staff, and parents. As of 2012, survey respondents articulated need for a standard software to document summer camp healthcare practices that accounts for camp-specific needs. Improvement may be achieved if documentation software offers the networking capability, simplicity, pediatrics-specific features, and avoidance of technical jargon. Citation: Kaufman L, Holland J, Weinberg S, Rosenbloom ST. Medical record keeping in the summer camp setting.

Youth Studies, Housing Transitions and the ‘Missing Middle’: Time for a Rethink?

2013 ◽  
Vol 18 (3) ◽  
pp. 118-129 ◽  
Author(s):  
Steven Roberts
Keyword(s):  
Young Men ◽  
Social Resources ◽  
Youth Studies ◽  
Transitions To Adulthood ◽  
Lack Of Fit ◽  
Youth Research ◽  
Communal Living ◽  
Missing Middle ◽  
Determining Factor

A recent but growing trend in studies of young people's lives has been to highlight that there is a ‘missing middle’ in the youth studies research agenda. It has been argued that much youth research focuses on either successful or very troubled transitions to adulthood, with the lives of those who might simply be ‘getting by’ representing an empirical absence. Building on previous work that has addressed how such a missing middle can add to our understanding of educational experience and attainment, labour market engagement and participation, and issues of identity, this paper pays attention to the housing transitions, careers and aspirations of a group of ‘ordinary’ and apparently unproblematic working class young men. Because they do not represent groups that have been of especial interest in youth studies to date, their experiences problematize the on-going utility of dominant conceptual frameworks used to explain housing transitions. In addition to their ‘lack of fit’ with ideal type typologies, the young men also reveal the shifting nature of attitudes towards communal living ‘which is traditionally associated with middle class students’ in combination with the continuing role of social resources as a determining factor in their housing transition.

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