Education Commons^™

Citizenship Starts Here: A Community Engaged Approach To Civic Education, Grace Northern

Stevenson Center for Community and Economic Development—Student Research

Abstract:

In 2015, Illinois legislators passed HB 4025 which required every public high school to include a civics course for students to complete before graduation. In 2019, this bill was expanded to include middle school students through Public Act 101-025. In this study, I investigate how the civic education standards as outlined by the Illinois State Board of Education (ISBE) and other school climate factors impacted middle school students’ civic engagement. I used data collected from the Center of Information and Research on Civic Learning and Engagement (CIRCLE) and the Illinois Civics Hub. The sample consisted of 497 middle school …

Building Before: Community Resiliency As Emergency Management, Alexandria Rinne

Honors Theses

This project seeks to address gaps in emergency preparedness education related to tornado response. Through an examination of current research about best practices for tornado emergency management response and an examination of the needs of FEMA Regions 7 and 8, the author has identified key strategies and stakeholders to increase positive outcome through building community engagement and resiliency. Three presentations were created for delivery to key community stakeholders—local government officials; non-governmental organizations, social networks, and associations; and individual private citizens. The project offers an overview of background research and provides presentation slide decks, scripts, and discussion guides, all created with …

Towards An Ecosystem Of Youth Leadership Development, Trisha Swed

Antioch University Full-Text Dissertations & Theses

This study is aimed at understanding how youth leadership development programs can be more inclusive and promote a broader range of leadership values, qualities, and behaviors by focusing on young people who have been disaffected by leadership development programs. The study design was intended to provide a creative space for youth to engage in meaningful conversations about their evolving concepts and expectations of leadership. Using critical youth participatory action research to engage a group of youth, cohort members co-created a new youth leadership development program while addressing their identified challenges and needs. Findings from this study highlight the importance of …

[Black] Teachers Resisting Damaged-Centered Research: Community Listening Exchanges As A Reciprocal Research Tool In A Gentrifying City, Thais Council, Shaeroya Earls, Shakale George, Rebecca Graham

Curriculum and Instruction Faculty Publications

Gentrification impacts many cities across the nation. Affordable housing task forces and legislation meant to address housing inequities are becoming more common, yet the authentic experiences of those affected are often unacknowledged. Absent from the discussion of gentrification are the voices of those deeply impacted, some who are at the center of the work to maintain communities: Black teachers, Black students, and Black families. In many school districts, teachers do not have the opportunity to address the systemic issues that impact their students and communities. Still, it is impossible to ignore the ways societal injustice seeps into the classroom. This …

Towards A European Framework For Community Engagement In Higher Education – A Case Study Analysis Of European Universities, Emma O'Brien, Bojana Culum Ilic, Anete Veidemane, Davide Dusi, Thomas Farnell, Ninoslav Scukanec Schmidt

Articles

Purpose – This paper aims to examine the development and piloting of a novel European framework for community engagement (CE) in higher education, which has been purposefully designed to progress the CE agenda in a European context.

Design/methodology/approach – The proposed framework was co-created through the European Union (EU)-funded project towards a European framework for community engagement in higher education (TEFCE). The TEFCE Toolbox is an institutional self-reflection framework that centres on seven thematic dimensions of CE. This paper follows the development of the TEFCE Toolbox through empirical case study analysis of four European universities and their local communities.

Findings …

Covid-19 And Racial Justice In Urban Education: Nyc Parents Speak Out, Kelly Brady, Mieasia Edwards, Whitney Hollins, José Luis Jiménez, Wendy Luttrell, William Orellana, David Rosas, Nga Than

Publications and Research

The COVID-19 pandemic and global calls for racial justice surfaced tremendous inequities and revitalized the debate about schooling and its purpose. NYC Parents Speak Out is a public engagement project, based on an interactive survey and interviews that records and reflects NYC family educational experiences during the unprecedented school year of 2020-2021. Our research collective, comprised of researchers, parents, advocates, teachers, and school leaders from the Urban Education Ph.D. Program at The Graduate Center (CUNY) identified three key recommendations based on research findings: to improve communication through family and community engagement; give greater attention to social-emotional and mental health; and …

Library, Disrupted: Virtual Engagement With The Academic Library In The Time Of Quarantine, Rosa Y. Rodriguez, Matthew Chase

Education Collection

The COVID-19 pandemic has disrupted the academic library as a place for learning, connection, and wellness. The shift to virtual services has significantly changed how students are interacting with the library space, introducing challenges and opportunities for library staff to revitalize and re-center the library beyond the physical constraints of brick and mortar. This session will provide a look at how two university libraries have responded to this call for re-centering the library as place through virtual programming and outreach services. Presenters will discuss their experiences and insights with creating new and unique virtual programming across health and wellness, teaching …

Vcu Service-Learning Impact Measure (Slim) Report, 2020-2021, Katie Elliott, Jackie Stephens

Division of Community Engagement Resources

The VCU Service-Learning Office distributes the Service-Learning Impact Measure (SLIM) at the end of every semester to evaluate the impact of service-learning classes on student learning. Results are used to guide program improvements that enhance the quality of service-learning courses and outcomes for students, faculty, and partners. This report covers the 2020-2021 academic years and highlights assessment focus areas including: career readiness, academic learning, civic learning identity development, diversity and inclusion, and the effects of the ongoing COVID-19 pandemic.

Service-Learning Community Partner Impact Assessment Report, 2021, Rebecca Hoppe, Katie Elliott, Lynn E. Pelco

Division of Community Engagement Resources

In 2021, the Service-Learning Office at VCU conducted an assessment of the impact of service-learning on community partner organizations during the COVID-19 pandemic. The assessment aimed to collect actionable feedback to inform and improve upon current service-learning course practices. Partners (N = 18) were prompted with questions to assess the following topics: operational capacity, economic functioning, social environment, and partnership quality, both prior to and in concurrent with the COVID-19 pandemic. Quantitative findings suggested an overall improvement in scores from the 2017 assessment. Qualitative findings indicated the importance of relationships, concluding that adaptation, communication, and involvement were key factors …

Vcu Service-Learning Impact Measure (Slim) Report, 2020-2021, Katie Elliott, Jackie Stephens

The VCU Service-Learning Office distributes the Service-Learning Impact Measure (SLIM) at the end of every semester to evaluate the impact of service-learning classes on student learning. Results are used to guide program improvements that enhance the quality of service-learning courses and outcomes for students, faculty, and partners.

Empowering Higher Education Extension Workers For Community Engagement: The Case Of A Certificate Course Offered By A Comprehensive University In Manila, Mark Anthony D. Abenir, Abegail Martha S. Abelardo, Veronica Michelle L. Moreno

Goal 16: Peace, Justice and Strong Institutions

Even though community engagement is an important function of higher educational institutions (HEIs), many HEI personnel across the world are in need of training in this area. In the extant literature, trainings for community engagement in an HEI context are well studied in countries of the Global North. However, there seems to be a dearth of literature about this field in the Philippines. Our research addresses this gap by delving into the certificate course on community engagement and organizing offered by the University of Santo Tomas (UST) in Manila. Specifically, this study describes the content and conduct of the course, …

Envisioning Critical Social Entrepreneurship Education: Possibilities, Questions, And Guiding Commitments, Mark Congdon Jr., Liliana Herakova

Communication, Media & The Arts Faculty Publications

Higher education institutions continue to be increasingly interested in examining how social entrepreneurship and community engaged approaches to education can work together. In light of the recent growth and interest in such programs, scholars and educators have called for attention to specific considerations when developing SE and community-based education, which can be summed up in three areas - pedagogy, relationships, and impact. The present essay builds on such propositions, and calls for a critically-orientated approach to SE, grounded in community engagement, collaborative dialogue among diverse voices, and a commitment to transforming oppressive structures

End Racism Protest Is Held On The Umaine Mall, Charles Cramer

Social Justice: Diversity, Equity, & Inclusion

Students, faculty and community members from across the Orono area gathered on Monday to protest online comments made three weeks earlier about Columbus Day and Indigenous American peoples by members of the University of Maine College Republicans (UMCR). The comments in question were initially uploaded to the UMCR’s Facebook page on Oct. 5 and were addressed in an email on Oct. 7 by both UMaine President Joan Ferrini-Mundy and Vice President for Student Life and Dean of Students Robert Dana. The email from Ferrini-Mundy and Dana denied that the posts were representative of UMaine’s values, but chose to maintain their …

Vcu Service-Learning Impact Measure (Slim) Report, 2018-2019, Tamanna Sohal, Katie Elliott

Division of Community Engagement Resources

The VCU Service-Learning Office distributes the Service-Learning Impact Measure (SLIM) at the end of every semester to evaluate the impact of service-learning classes on student learning. Results are used to guide program improvements that enhance the quality of service-learning courses and outcomes for students, faculty, and partners.

Service-Learning Faculty Assessment: Report Of Results, 2018, Lynn E. Pelco, Katie Elliott, Katie Schifano

Division of Community Engagement Resources

In Spring 2018, the VCU Service-Learning Office sponsored an evaluation process that gathered feedback from faculty members who teach service-learning classes. The goal was to deepen understanding of the barriers faced by VCU’s service-learning faculty instructors and to solicit feedback about key strategies for overcoming these barriers. An independent research consultant conducted the evaluation in two phases: an online anonymous survey and a 30-minute phone interview. Eighty service-learning instructors completed the online survey, and a stratified sample of 18 instructors completed the telephone interviews. Findings indicated that both the online survey respondents and phone interview participants experienced similar supports and …

Addressing The Topic Of Diversity Through Umaine's "Diversity Dialogue", Hannah Noriega

Social Justice: Diversity, Equity, & Inclusion

On Tuesday, Feb. 21, 2017, The University of Maine hosted a Diversity Dialogue. The program was an opportunity to openly discuss topics surrounding diversity between the general public, UMaine students and staff and guests from the Tree Street Youths program from the Lewiston-Auburn area. This event was hosted by the College of Education and Human Development. The mission of Tree Street Youth is “to support the youth of Lewiston-Auburn through programs rooted in academics, the arts, and athletics in a safe space that encourages healthy physical, social, emotional, and academic development while building unity across lines of difference.” The program …

The Emerging Role Of Universities In Collective Impact Initiatives For Community Benefit, Jason Smith, Lynn E. Pelco, Alex Rooke

Division of Community Engagement Resources

Universities are increasing their efforts to more clearly demonstrate their social value. This article illustrates how higher education administrators can incorporate collective impact partnerships in their community benefit strategies. The article explores two of the more familiar paradigms for community benefit—community engagement and anchor institution. Collective impact principles and practices are then presented. Finally, a case study provides a tangible example of how one university’s role in a collective impact initiative transitioned in response to the community. We end the article with ten takeaways and an invitation for higher education administrators to identify their own learning and action steps that …

Social Justice And The Future Of Higher Education Kinesiology, Brian Culp

Faculty and Research Publications

This article presents a rationale for the infusion of social justice into kinesiology programs for the purpose of reducing inequities in society. Specifically, the current climate for social justice is considered and discussed using examples from an university-inspired service-learning initiative, law, and politics. Of note are the following areas of discussion: (a) differentiation between social diversity and social justice, (b) public pedagogy as a means by which to inspire service action, (c) the creation of climates for speech and application of social justice, (d) modeling and socialization for equity, and (e) the neoliberal threat to inclusiveness. The article concludes with …

Non-Tenure-Track Faculty And Community Engagement: How The 2020 Carnegie Community Engagement Classification Application Can Encourage Campuses To Support Non-Tenure-Track Faculty And Their Community Engagement, Allison Lafave, Damani Lewis, Sarah Smith

New England Resource Center for Higher Education Publications

In 2006, the Carnegie Foundation for the Advancement of Teaching developed an elective classification for community engagement for institutions of higher education. To receive the classification, campuses must complete an application and respond to questions by providing evidence that demonstrates a commitment to sustaining and increasing their community engagement efforts (Welch & Saltmarsh, 2013). Many of the application questions relate to policies and practices that affect faculty careers. For example, the 2015 Community Engagement Classification application asked institutions to describe relevant professional development opportunities and ways in which faculty community engagement is incentivized, recognized, and rewarded. These questions are important, …

Uno Student Engagement Spotlights, Uno Office Of Academic And Student Affairs

Community Engagement

Community engagement and service are fundamental components of UNO’s identity. The following students exemplify commitment to community engagement. Their work represents the breadth of UNO’s involvement in various causes.

P-16 Initiative, Uno Service Learning Academy

Newsletters 2015-2016

This newsletter features: Gaining Perspective: Race & Our Juvenile Justice System; Mapping Histories: Learning Across the Ages; College & Career Readiness Characteristics Found in Service Learning; Service Learning Around the World; Student's Collaboration Leads to Environmental Sustainability; Multiple Collaborative Projects Created Diverse Experiences for Students; Students Learn to Speak Mandarin; Infusing Rigor into Service Learning: A K-12 Teacher & UNO Professor's Perspective; A Lesson in Ethics: What Would a Boys Town Middle School Student Do? and Letter from the Program Coordinator.

Yvonne Miller And Carly Conrad, Student Spotlight, University Of Nebraska At Omaha

Community Engagement Spotlights

Carly Conrad and Yvonne Miller were t he recipients of t he 2015 Outstanding Student Service Learning Award. They raised awareness about Native Americans living in Whiteclay, NE through showing the documentary Sober Indian Dangerous Indian.

Jacques Musavyimana, Student Spotlight, University Of Nebraska At Omaha

Community Engagement Spotlights

Jacques Musavyimana is the president of UNO Students Against Hunger. Jacques founded UNO Students Against Hunger in fall 2015 with the aim to educate people about food insecurity and eradicate hunger.

Ferial Pearson, Faculty Spotlight, University Of Nebraska At Omaha

Community Engagement Spotlights

Feria I Pearson, M.S., is the founder of the Secret Kindness Agents. Ferial started the Secret Kindness Agents to create o kinder community following the tragedy at Sandy Hook Elementary.

Neal Grandgenett, Faculty Spotlight, University Of Nebraska At Omaha

Community Engagement Spotlights

Neal Grandgenett, Ph.D, is a strong advocate of advancing Science, Technology, Engineering, and Mathematics (STEM) Education. As the Haddix Community Chair of STEM Education and the Co-Chair of the UNO STEM Leadership Team, Dr. Grandgenett leads UNO's STEM outreach efforts.

Sandra Rodriguez-Arroyo, Faculty Spotlight, University Of Nebraska At Omaha

Community Engagement Spotlights

Sondra Rodriguez-Arroyo, D.Ed, was the 2016 recipient of the Service Learning Academy (SLA) Faculty Service Learning Award.

Jeanette Harder, Faculty Spotlight, University Of Nebraska At Omaha

Community Engagement Spotlights

Jeanette Harder, Ph.D., founded t he UNO nonprofit STEPs.

Matthew Van Ormer, Student Spotlight, University Of Nebraska At Omaha

Community Engagement Spotlights

Matthew Van Ormer worked at The Collaborative and is the co-founder of UNO Be The Match, a student organization aimed at adding individuals to the national bone marrow registry.

Michele Desmarais, Faculty Spotlight, University Of Nebraska At Omaha

Community Engagement Spotlights

Michele Desmarais, Ph.D., is one of t he founders of the UNO organization SPHRS.

Amelia Squires, Staff Spotlight, University Of Nebraska At Omaha

Community Engagement Spotlights

Amelia Squires is the UNO STEM Outreach Coordinator. She engages youth in STEM education opportunities like EUREKA-STEM!, which is an enrichment program that begins with a 4 week summer camp held on UNO's campus for middle school girls.