A case study of adults in college who developed an experiential learning portfolio

This single-case study provides a description and explanation of selected adult students' perspectives on the impact that the development of an experiential learning portfolio had on their understanding of their professional and personal lives. The conceptual framework that undergirded the study included theoretical and empirical studies on adult learning, experiential learning, and the academic quality of nontraditional degree programs with a portfolio component. The study employed qualitative data collection techniques of individual interviews, document review, field notes, and researcher journal. A purposive sample of 8 adult students who completed portfolios as a component of their undergraduate degrees participated in the study. The 4 male and 4 female students who were interviewed represented 4 ethnic/racial groups and ranged in age from 32 to 55 years. Each student's portfolio was read prior to the interview to frame the semi-structured interview questions in light of written portfolio documents. ^ Students were interviewed twice over a 3-month period. The study lasted 8 months from data collection to final presentation of the findings. The data from interview transcriptions and student portfolios were analyzed, categorized, coded, and sorted into 4 major themes and 2 additional themes and submitted to interpretive analysis. ^ Participants' attitudes, perceptions, and opinions of their learning from the portfolio development experience were presented in the findings, which were illustrated through the use of excerpts from interview responses and individual portfolios. The participants displayed a positive reaction to the learning they acquired from the portfolio development process, regardless of their initial concerns about the challenges of creating a portfolio. Concerns were replaced by a greater recognition and understanding of their previous professional and personal accomplishments and their ability to reach future goals. Other key findings included (a) a better understanding of the role work played in their learning and development, (b) a deeper recognition of the impact of mentors and role models throughout their lives, (c) an increase in writing and organizational competencies, and (d) a sense of self-discovery and personal empowerment. ^

Development of an odor management plan for industrial stationary sources in an urban environment: A case study for Broward County, Florida

Objectionable odors remain at the top of air pollution complaints in urban areas such as Broward County that is subject to increasing residential and industrial developments. The odor complaints in Broward County escalated by 150 percent for the 2001 to 2004 period although the population increased by only 6 percent. It is estimated that in 2010 the population will increase to 2.5 million. Relying solely on enforcing the local odor ordinance is evidently not sufficient to manage the escalating odor complaint trends. An alternate approach similar to odor management plans (OMPs) that are successful in managing major malodor sources such as animal farms is required. ^ This study aims to develop and determine the feasibility of implementing a comprehensive odor management plan (COMP) for the entire Broward County. Unlike existing OMPs for single sources where the receptors (i.e. the complainants) are located beyond the boundary of the source, the COMP addresses a complex model of multiple sources and receptors coexisting within the boundary of the entire county. Each receptor is potentially subjected to malodor emissions from multiple sources within the county. Also, the quantity and quality of the source/receptor variables are continuously changing. ^ The results of this study show that it is feasible to develop a COMP that adopts a systematic procedure to: (1) Generate maps of existing odor complaint areas and malodor sources, (2) Identify potential odor sources (target sources) responsible for existing odor complaints, (3) Identify possible odor control strategies for target sources, (4) Determine the criteria for implementing odor control strategies, (5) Develop an odor complaint response protocol, and (6) Conduct odor impact analyses for new sources to prevent future odor related issues. Geographic Information System (GIS) is used to identify existing complaint areas. A COMP software that incorporates existing United States Environmental Protection Agency (EPA) air dispersion software is developed to determine the target sources, predict the likelihood of new complaints, and conduct odor impact analysis. The odor response protocol requires pre-planning field investigations and conducting surveys to optimize the local agency available resources while protecting the citizen's welfare, as required by the Clean Air Act. ^

Character education in a Muslim school: A case study of a comprehensive Muslim school's curricula

Deteriorating social behavior, negative media influence and violence among adolescents have given cause to pause and assess character development for the youth of this country. The purpose of this case study was to examine how a Muslim school’s curricula implemented character education. This study used a qualitative single-case methodology to examine character education as it was experienced by the participants in a private Muslim school. Data were collected from participant interviews, document analysis, and observations of classrooms, daily activities and special events. Data were analyzed to determine how character education was defined by the school, the method of delivery for the character education initiatives and the implementation of character education in this Muslim school. Analysis was based on Character Education Partnership’s (CEP) Eleven Principles of Effective Character Education (2007). The results of the study revealed: (a) participants defined character education using varied traits, processes, and expected behaviors. (b) The school delivers its character education curriculum primarily through the Islamic studies division; an add-on delivery method. Still, there was evidence of partial integration of character education in the core courses and (c) based on CEP’s Eleven Principles four were present and five were partially present in the school’s character education initiatives. Findings also revealed that the school’s emphasis on values, morality and spirituality was instrumental in their teaching character. Findings suggest that if participants in the school community work together they might formulate a definition of character education based on common process and expected behavior and create a collaborative working relationship to implement a character education program. Finally, addressing the absent and partially absent elements of the eleven principles could enhance the school’s character education initiatives. The study provides a process by which religious schools could examine their character education programs. The criteria used to measure the use of character education elements are transferable to other settings; however, this method of study does not allow generalization of findings.