Camp Planning Tool For Parents: Preparing Yourself and Your Child
8/21/2008

Project Description:

This course would be designed for parents/guardians who are considering camp as an experience for their child. Topics could include (a) how to select a camp and camp-finding tools, (b) how to plan for camp once you decide where you want to go, (c) questions parents should ask camp directors, and (d) strategies for managing common parent concerns (letting go of your kids, preparing your kids to be away from home, etc.) Content for this course would be largely derived from ACA’s campparents.org web page at http://www.campparents.org/ and complimentary ACA articles and books.

Why Work at Camp? 15 Things Potential Camp Staff Should Know
8/21/2008

Project Description:

This course would be designed for older teens and young adults who are considering a position at a day or resident camp. Topics could include (a) benefits of working at camp, (b) how camp builds skills relevant to full-time employment and careers, (c) camp job hunting tools, and (d) preparing for the application and interview process. Content for this course would be largely derived from information currently available on ACA’s web page and complimentary ACA articles and books. (See links below for examples) http://www.acacamps.org/jobs/ http://www.acacamps.org/jobs/summerjb.php http://www.acacamps.org/jobs/career.php http://www.acacamps.org/jobs/dirstaff.php

Join us at Russian Summer Camp: Promotional Video
8/2/2008

Project Description:

I have the sheer pleasure of leading a study abroad program where we serve as camp counselors at Russian summer youth camps. This year I took a video camera and have some footage that I would like to have made into either one video or a series of short videos to help promote and train students for next summer. I've tried a little bit with I-movie, but would be happier with the results from a more powerful program run by someone more techno-savy than I :) I'm here on campus and am a huge advocate of the studio program, so am willing to spend whatever time is helpful to produce a quality product. Thanks for considering this project.

Communication and Knowledge Portal
7/14/2008

Project Description:

Vision and Goal I envision using a communication and knowledge portal to stay in touch with my ex-students. Features and Functionalities 1. Recommended readings organized by topic. 2. Job postings 3. Resume postings 4. Limit access to only my ex-students. An efficient way for approved people to sign-up. I should have the ability to remove subscribers. 5. Professional updates 6. Post questions/queries that can be responded to by me or any other subscriber. Design Elegant look and feel. Do not want a jazzy site. Hosting and Maintenance 1. ISP recommendation 2. Would like to control and manage content. An easy to use content management system. 3. Would like to track site performance. 4. Need advice on appropriate domain name. For instance, should I go with a URL such as www.davechatterjee.com?

Virtual School Orientation
1/10/2008

Project Description:

Using information that has been validated in several research studies, a team would work with faculty from two universities to create an interactive, web-based orientation designed for virtual school (i.e. middle and high school) students to provide them with the strategies that would help them with the soft skills necessary to be successful in a virtual school environment.

Creating Positive Youth Outcomes
1/3/2008

Project Description:

The American Camp Association (ACA) has completed a new book called “Creating Positive Youth Outcomes”. It is a practical seven-step process designed to help youth development professionals intentionally link youth outcomes to a camp’s mission, goals, and philosophy through quality programs. The goal is to provide an on-line, interactive resource for use as a staff training tool with youth workers and youth development professionals around the world. Learn more about the book: http://www.acabookstore.org/product.cfm?pid=1537 We have an active ACA volunteer who is on the UGA faculty, as well as a remote ACA National staff member who lives in Athens, so both professionals would be easily accessible for project support. This content applies to UGA Recreation and Leisure Studies students in the College of Education, so we would be able to pilot aspects of the project with them on campus. Why does this project matter? By creating an exciting, interactive Web-based module, UGA students will teach thousands of camp staff how to program to meet intentionally targeted outcomes important for positive youth development, which will improve the lives of countless children across America. Now is the time for you to make a difference in the life of a child. We look forward to working with you. For more information about ACA, please visit www.acacamps.org.

Basic Camp Director Course Online Delivery
1/3/2008

Project Description:

The American Camp Association (ACA) offers the Basic Camp Director Course (BCDC), which is a comprehensive examination of the 14 core areas of camp management. The course is currently delivered only as a face to face experience. The purpose of this project would be to take the existing curriculum and develop an online platform for this national program that supports camp directors around the world. The actual end product would be the development of the first module focused on budgeting and finance. We envision practical components that include developing a budget using ACA national camp data. Learn more about the BCDC http://www.acacamps.org/csv.cgi?data=bcdc.csv&template=bcdc.htm We have an active ACA volunteer who is on the UGA faculty, as well as a remote ACA National staff member who lives in Athens, so both professionals would be easily accessible for project support. This content applies to UGA Recreation and Leisure Studies students in the College of Education, so we would be able to pilot aspects of the project with them on campus. Why does this project matter? By creating an exciting, interactive Web-based module, UGA students will teach hundreds of camp administrators how to make camps more fiscally sound, which will improve the lives of countless children across America. Now is the time for you to make a difference in the life of a child. We look forward to working with you. For more information about ACA, please visit www.acacamps.org.

Certification Protocol for Teachers of English Learners
12/7/2007

Project Description:

Project Title & Description: Beyond Sheltered Instruction: Developing an Intelligent Pedagogy for English Learners. CLASE wants to offer online training modules teachers P-16 of English Language learners which in our definition, includes all learners. They would be able to log on to our website, register for a module and complete that as part of a more comprehensive distance education course now being developed by CLASE. A pre-test or exam online will be developed and a certificate/score provided at the end of the exam depending on their score which indicates their level of expertise with best practices in CLASE's Enabling Pedagogy for Instruction and Development knowledge base. We request assistance designing the exam and a prototype module for our CLASE website.

Enabling English learners Academic Development in School
12/7/2007

Project Description:

CLASE studio project The Problem -- Today many English learners attend school and walk out without learning what their peers have been taught. They have capacity to learn yet teachers struggle and don't know how best to teach them and keep them engaged while they learn English.....which can take up 5-6 years and then they are too far behind. Yet we have evidence ELs can stay at or above grade level in school. The Project- The project(s) can include a variety of means to address the problems. For now, only overviews for a few possibilities are illustrated. The teams that decide to work on any of a network of studio projects will have guidance since each project would be part of a larger master plan that aims to provide resources to a variety of stake holders; So the three main ones are 1. Educator 2. EL Student and 3. Parents For this purpose we focus on EL Student with Teacher in the background. Another product would/could focus of providing a professional development/distance educ. Set of modules to show teachers and walk them thru what CLASE has termed for now a SIOP+IC+LT sheltered instruction pedagogy for all teachers now officially redefined for the first time Enabled Pedagogy for Instruction & Development (EPID) Georgia Teachers and others may have 1-20 Els in their class at different levels of English acquisition. The goal is to develop a linear program consisting of mini lessons that represent best practices and strategies to ensure ELs learn in class. The matrix is grade level for teacher/formal schooling of student by content area and level of English Language proficiency of student (High Medium Low) So take science or math, 3-5th grade for a new comer who has a 2nd grade education in math and no education in science and a TONI of 100. She can’t write, read nor comprehend English. The goal of the module is to help the teacher a Georgia Performance standard that is with the ZPD of the student in science so we begin with Science 101 1st semester content to be encountered by the student and tested in English Task analysis – The student is learning English everyday in whatever area is offered. We analyze what she can do alone ( e.g. knows concepts xyz in Spanish that are in the lesson 101 a,b,c, etc but not in English)….. We consult with Plaza Comunitaria bank (on line Spanish K-12 curriculum already developed in lessons by grade level and content. We consult with Georgia performance Stds for 1(first year) 01 (first lesson) Sc objective. In the Module(s) to be developed The teacher sets up the student to a multimedia lesson that talks back to the student interactively so she can do 1-2 mini lessons per day with a bilingual aide. Each module adapts the Spanish Plaza Comunitaria resource and matches it as closely to the Georgia PS and develops a bridge. The interactive lesson begins; 1. Asking the student if they want to learn about how to reach Objective 1 (The student will be able to xxxxx?) 2. Student sees (Yes I would) and has to type on the keyboard 20 times before a second response type is offered ( Sure, why not…) etc 3. The program asks student for what they know (in any language eventually but for now for this type/level of student, the programs talks in Spanish 1st, the English and requires students to perform by repeating function and typing it. 4. It may be “Clouds =Nubes, Rain=Lluvia etc 5. Define Language and academic objective for 1 mini lesson 6. Walk the EL thru a Gagne’ type of instructional sequence, where English is seen, heard, repeated as often as needed. 7. Check for comprehension bilingually, test in the same way and various ways. 8. Each DVD or file that provides the lesson also records and gathers data for each student…including assists from aide. Summary We want the studio project to do only 1 prototype that incorporates the above an whatever else is needed, it can be keyed to English and Spanish texts already in use as a reference point. For now, only 1 lesson to be developed using then at least three sources; the English text book that has the Georgia performance content/objectives etc. 2nd- A match with the Plaza comunitaria equivalent. 3rd- Tech resources that have some value already developed…other but including the Perf. Stds for the level addressed. One goal is to have this resource on line and in a DVD so that students currently turned off or lost can have a viable option Another is to help ELs learn academic language and concepts to be encountered in class and that are prior knowledge average students have but that they don’t. Hence the learning outcomes will focus on verbal information, concept matching, knowledge formation, vocabulary knowledge/comprehension, discrimination up to concepts and rules mostly in intellectual skills. Since there is evidence much has already been done pre 3rd grade, I would want to begin with 3rd grade math and science integrated with English/Spanish for a prototype. The Spanish distance ed. Lessons are not used widely or known by many but if schools could have a bridge established, depending on the student type, this could be a valuable project etc. If we begin with a basic prototype for study, a foundation for others can be built.

Website Update
11/20/2007

Project Description:

I am the founder of an environmental health ministry born out of the leukemia diagnosis of my 4 year old son. We linked this bone marrow cancer to nearby industrial toxicants that migrated to our groundwater. My website was a gift from a friend who designed it from the ground up on UGA's server. I am transitioning now to another stage of development with the website. If the students are interested in the creative challenge of improving the website, I extend the invitation. Here is the latest: http://babuice.myweb.uga.edu/micahs_mission/index.html Thanks for this opportunity, jill mcelheney MICAH's Mission Ministry to Improve Childhood & Adolescent Health

Hunger Banquet on-line resources
11/19/2007

Project Description:

Guests at a Hunger Banquet find themselves randomly assigned to “feast or famine,” mirroring what is happening in the world, where more than 850 million people are undernourished and nearly 3 billion people live on less than $ 2 a day. The Hunger Banquet has been used successfully in many different environments to raise awareness and funds to help fight hunger and poverty around the world. With this project, we want to help people organizing a hunger banquet by expanding the array of available on-line materials, resources, and ideas to adapt the hunger banquet to their specific needs. Further, we want to help students and faculty use the banquet as a tool to learn more about hunger and poverty, identify and analyze problems from an interdisciplinary perspective, and work in teams to propose solutions to selected problems.

Reading Convention Review
10/29/2007

Project Description:

The RFB&D Georgia Studio in Athens records audio versions of textbooks for students with text disabilities. We have a set of "reading conventions" that describe how the textbooks should be read. For example we have a suggested way to read short quotes, long quotes, describe figures, etc. It would be very helpful if we had a self-test/review that our volunteer readers could use to brush up on the conventions. A Web-based and offline format would be nice.

Virtual Studio Tour (Web site and CD)
10/29/2007

Project Description:

The RFB&D Georgia Studio (on the edge of the UGA campus) works with 220 volunteer readers and directors each week. We record audio versions of textbooks for students with a variety of text disabilities. We are always seeking additional readers and would like to have a way to introduce our work to potential volunteers. This project would allow a visitor to our Web site to see what we do at the studio. My suggestion would be a series of still images of the studio with an audio narrative, but I am open to all ideas. I would also like to make the tour available on CD for offline viewing.

Cross-Cultural Window
9/24/2007

Project Description:

We need help with developing a learning website for grades 3-5 students who learn English as Second/Foreign Language. The website will introduce the United States and its culture. The website will provide windows, through a kid’s eye, for foreign elementary students to learn both language and culture. Various activities might be included to support students’ language development in reading, listening, writing, and speaking.

EDIT 2000 help needed
9/24/2007

Project Description:

I'm looking for 5 people who have any experience with i-movie, to help with my EDIT 2000 students. Time & Date: Tuesday, October 2 from 2:00-3:00pm and Thursday, October 4 from 2:00-3:00pm

EDIT 4160 Mentoring
9/13/2007

Project Description:

This semester several students in EDIT 4160 will be learning how to edit video and digital photos, create DVDs, mix audio, and construct webpages. Most of these students have little to no experience performing these tasks. They are currently trying to locate resources to help them learn. Now would be a great opportunity to provide them with one-on-one or group help at the beginning of the semester. It is also a great way to fulfill your service commitment at the beginning of the semester (before life get hectic.)