Sitografia - APEnet

Sitografia

Una mappa delle reti, dei progetti di ricerca e delle riviste scientifiche internazionali che si occupano di Public Engagement

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CRUI – Conferenza dei Rettori delle Università Italiane

La CRUI è l'associazione delle Università italiane statali e non statali. Nata nel 1963 come associazione privata dei Rettori, ha acquisito nel tempo un riconosciuto ruolo istituzionale e di rappresentanza e una concreta capacità di influire sullo sviluppo del sistema universitario attraverso un'intensa attività di studio e di sperimentazione. Dal 2007 la CRUI è l’associazione delle Università statali e non statali riconosciute. La CRUI si propone come: • strumento di indirizzo e di coordinamento delle autonomie universitarie; • luogo privilegiato di sperimentazione di modelli e di metodi da trasferire al sistema universitario; • laboratorio di condivisione e diffusione di best practice; • moderno centro di servizi a disposizione delle università. Dal 2001 la Conferenza dei Rettori è affiancata dalla Fondazione CRUI, incaricata di sviluppare azioni di interfaccia fra sistema universitario e società nell’ottica dello sviluppo culturale ed economico del Paese La CRUI si compone di diverse Commissioni quali: la Commissione Didattica; la Commissione Biblioteche; la Commissione per l’Internazionalizzazione; la Commissione Medicina e la Commissione dei Delegati per la Ricerca.

European Children’s Universities Network (EUCUNET)

The European Children’s Universities Network (EUCUNET) was founded in 2008 with the aim of stimulate bilateral cooperation and to create basic standards for the organization and implementation of Children’s Universities. Children’s Universities are about exploring our world in an engaging and supportive way. Since the beginning of the new millennium, Children’s Universities have conquered many universities, in Europe and around the world, which have opened up to children and developed programmes in different forms that allow children to learn about science and the people behind science. Children’s Universities facilitate a necessary dialogue between children and scientists about the world, always including respect and acknowledgment of different viewpoints and transmitting the importance of critical questioning. The ongoing discussions about the diversity of Children’s Universities, the ever more important topic of social inclusion in science communication and many examples of good practice were the reason why eucu.net was not discontinued after the EU-funding but re-founded as a membership organization in the year 2011. The strategic objective of eucu.net is to support already consolidated Children’s Universities with fresh ideas and information and to foster the idea of equal access and better educational opportunities for children and young people. Having said that, EUCUNET is intended to increase interaction among member states and to extent existing practices in a professional and concerted manner not only in Europe but also on an international level.

National Center for Science & Civic Engagement (NCSCE)

NCSCE is a national organization that supports a community of teachers and learners. Through grant funding, it helps educators in and outside the classroom make connections between the content they teach and real world issues of civic importance. By putting content into context, what is inaccessible becomes accessible, what is uninteresting becomes interesting, and what is not meaningful becomes meaningful. It empowers learners by showing them that their knowledge matters, and what they learn today can help solve some of the biggest problems of tomorrow. Since 2001 more than 6,000 educators, administrators, students, and community leaders from over 5,000 two-and four-years colleges, universities, agencies, informal education venues, and community-based organisations have taken part in SENCER and NCSCE activities and contributed their knowledge and work to the project. NCSCE was founded in 2004, and since 2015 has been hosted by the Department of Technology and society at Stony Brook University. SENCER is the signature program of NCSCE. The origin of the SENCER approach was a course developed by Monica Devanas at Rutgers University that taught basic biology through a focus on HIV disease. Using a pressing and timely problem of immediate interest to students, such as the HIV epidemic, helped students understand complex biological concepts and increased their learning. It currently supports four initiatives, in addition to SENCER, that advance education and civic engagement: SENCER-ISE; Engaging Mathematics; SCEWestNet; GLISTEN. The mission of the National Center for Science and Civic Engagement (NCSCE) is to inspire, support, and disseminate campus-based science education reform strategies that strengthen learning and build civic accountability among students in colleges and universities. The Center will serve as a national resource for the improvement of undergraduate science education and will provide a platform enabling faculty and administrators to broaden the impact of their innovations and reforms beyond their campuses. NCSCE areas of focus are personal and public health; democracy; environment; globalisation; educational practice; assessment; humanities.

Carnegie Foundation for the Advancement of Teaching

The Carnegie Foundation for the Advancement of Teaching is an independent policy and research centre whose aim is to build a field around the use of improvement science and networked improvement communities to solve longstanding inequities in educational outcomes. It was founded by Andrew Carnegie in 1905 and chartered in 1906 by an act of Congress. Improving teaching and learning has always been Carnegie’s motivation and heritage. The Carnegie Foundation advocates for the use of improvement science to accelerate how a field learns to improve. Improvement science is explicitly designed to accelerate learning-by-doing and address problems of practice, it is a more user-centred and problem-centred approached to improving teaching and learning. The overall goal is to develop the necessary know-how for a reform idea ultimately to spread faster and more effectively. Since improvement research is an iterative process often extending over considerable periods of time, it is also referred to as continuous improvement. Carnegie believes that the most effective and efficient way to organize improvement efforts is through networked improvement communities (NICs), a colleagueship of expertise building on the hard work and creativity of many. These are intentionally designed social organizations, each with a distinct problem-solving focus. As formal organizations, NICs have roles, responsibilities, and norms for membership and their features frame them as a scientific learning community. They maintain narratives that exemplify what they are about and why it is important to affiliate with them. Since 2008, the Carnegie Foundation for the Advancement of Teaching has been at the forefront of an emerging movement in education. In this regard, its mission is to promote the methods of improvement science in education and to foster the formation and growth of networked communities dedicated to making headway on longstanding inequities in educational outcomes associated with race, ethnicity, and poverty. Carnegie Foundation’s work today builds on these efforts of advancing improvement science with thousands of school district leaders, principals, teachers, policymakers, and researchers across the country and around the world.