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Articles 1 - 30 of 69
Full-Text Articles in Education
Food For Thought: Rituals In Place Based Learning, Natalia Pilato
Food For Thought: Rituals In Place Based Learning, Natalia Pilato
International Journal of Lifelong Learning in Art Education
In my mother’s kitchen lasting bonds among family, friends, and newcomers are created. Using that space as a point of departure, I explore the significance of pedagogical places outside of classrooms that serve as flavorful ingredients for performative and participatory learning. This article articulates ways in which rituals associated with Sicilian cultural traditions are interwoven and complicit in establishing dispositions for socially engaged learning and teaching in the arts, showing how an ethic of care can transcend generations. With a focus on place-based learning, making art and enjoying food are investigated to show how healthy productive relationships, appreciation for beauty, …
Creating Commons: Photovoice Philosophy In A Third Space, Jason M. Cox, Lynne Hamer
Creating Commons: Photovoice Philosophy In A Third Space, Jason M. Cox, Lynne Hamer
Journal of Social Theory in Art Education
Teach Toledo is a program that the authors co-coordinate using community assets to create a third space to confront systemic racism’s impact on teacher education programs and facilitate hybridity (Bhaba, 1994). Diverse student cohort members use their lived experience as the base for their individual and shared urban educational philosophies, coordinated in a first-year horizontally and vertically integrated curriculum including written compositions and a PhotoVoice project. “Creating commons” refers not only to provision of a third space as a common space where private experiences can be combined to create a hybrid, new understanding, but also to the creative act of …
Relational Ecologies: Artistic Engagement And Mentorship Of Adults In Community Spaces, Rebecca Bourgault
Relational Ecologies: Artistic Engagement And Mentorship Of Adults In Community Spaces, Rebecca Bourgault
International Journal of Lifelong Learning in Art Education
In this article, I share insights from research and experience working as a teaching artist and mentor inside and outside traditional institutions. I investigate how relational and contemplative pedagogies promote and sustain authentic relationships of reciprocity. Narrating recent experiments with mentoring practices that emerged from the cultural landscapes of adults engaged in arts learning, the paper highlights new connections discovered through a research model borrowed from intuitive inquiry. Findings are presented as reflective stories, journal entries, or field notes gathered while mentoring graduate art education students and participating in a community of practice in the visual arts. The article demonstrates …
Mending Art Classrooms: An Exploration Of The Benefits Of Collaborative Artmaking For Underinvested Black Youth In Richmond, Virginia, Jazmine M. Beatty
Mending Art Classrooms: An Exploration Of The Benefits Of Collaborative Artmaking For Underinvested Black Youth In Richmond, Virginia, Jazmine M. Beatty
Theses and Dissertations
This arts-informed research study explored the experiences of local community artists and educators working to radically transform and heal the experiences of underinvested Black students in Richmond through collaborative arts engagement. Through a series of seven one-on-one interviews with Black teaching artists in the Richmond community, I was able to uncover how collaboration has and can continue to improve the well-being and livelihoods of Black students in Richmond. Also, by tapping into the local Mending Walls mural project, I was able to make a tangible connection between the Richmond community, art, and collaboration. An analysis of the interviews led to …
Cultivating A Democratic Community In The Elementary Art Classroom, Kelly Fergus
Cultivating A Democratic Community In The Elementary Art Classroom, Kelly Fergus
Theses and Dissertations
Cultivating a more socially just, democratic classroom community is a best pedagogical practices qualitative case study. This study is designed to explore how three Virginia elementary art teachers define and create a democratic classroom community, inside their art rooms, through the implementation of various instructional strategies within the physical, social-cultural, and pedagogical spaces of their classrooms. Such instructional strategies may include a shift in power dynamics, student-centered art, choice-based art, and a big idea/real-world issue-orientated curriculum (ex: visual culture, social justice, democratic pedagogies). Each of the three selected participants were interviewed and asked to describe their classroom practices as well …
The Unity Mural: Bridging Communities Through Artmaking, Margaret A. Walker
The Unity Mural: Bridging Communities Through Artmaking, Margaret A. Walker
International Journal of Lifelong Learning in Art Education
A visual essay of a community based art education mural between two universities and a local community, following a tragic hate crime.
#Mobilephotonow: Two Art Worlds, One Hashtag, Jodi Kushins
#Mobilephotonow: Two Art Worlds, One Hashtag, Jodi Kushins
Journal of Social Theory in Art Education
In the winter of 2015, the Columbus Museum of Art (CMA) co-curated an exhibition with the loose-knit mobile photography collective known as JJ Community. #MobilePhotoNow included images created in response to a series of prompts and shared on the photo sharing and social networking application Instagram®. The exhibition reflected a community-based curatorial practice (Keys & Ballengee-Morris, 2001) demonstrating new possibilities for participatory art and culture in the age of social media. This portrait of how the project came to be is presented as an example of how art world factions might be brought together, in both virtual and real spaces, …
Why Service-Learning?, Audrey Trussell, Katie Elliott
Why Service-Learning?, Audrey Trussell, Katie Elliott
Division of Community Engagement Resources
Data from VCU's "High Impact Practices (HIPS) Assessment Model: 2015-16 Pilot Mid-Year Report" offers three compelling reasons for why service-learning matters for student success.
2015-2016 Service-Learning Impact Measure Report, Samantha Poelstra
2015-2016 Service-Learning Impact Measure Report, Samantha Poelstra
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 professional development opportunities, as well as to further improve the quality of and recruit additional tenure-line faculty members to teach designated service-learning classes.
Different Tools For Different Tasks: Strategies For Assessing Student Learning From Civic Engagement At The Student, Program, And Institutional Levels, Lynn E. Pelco
Division of Community Engagement Resources
This presentation was given at the SCHEV Civic Engagement Education and Assessment meeting on June 9, 2017.
2015-16 Service-Learning Impact Measure Report (Infographic), Audrey Trussell, Katie Elliott
2015-16 Service-Learning Impact Measure Report (Infographic), Audrey Trussell, Katie Elliott
Division of Community Engagement Resources
No abstract provided.
Answering The Question, "To What End?": Building A System Of Enterprise Data Measurement To Track And Assess Our Engagement With And Impact On Our Communities, Valerie Holton
Division of Community Engagement Resources
This was presented at the Florida Campus Compact held February 8-10, 2016.
Smarter, Better, Stronger Together: Working In Community-University Partnerships, Valerie Holton
Smarter, Better, Stronger Together: Working In Community-University Partnerships, Valerie Holton
Division of Community Engagement Resources
This presentation was facilitated by Valerie Holton at Florida Atlantic University on April 15, 2016.
The Role Of Partnerships In Achieving The Vision: Tracking And Assessing Community Engagement, Valerie Holton, Kathleen Shaw
The Role Of Partnerships In Achieving The Vision: Tracking And Assessing Community Engagement, Valerie Holton, Kathleen Shaw
Division of Community Engagement Resources
This presentation was given at the Association for Institutional Research Forum in New Orleans, Louisiana on June 2, 2016.
Aspire Partner Report: Assessing The Impact Of Aspire From The Perspective Of Sustained Partners, Jennifer Jettner, Tessa Mckenzie
Aspire Partner Report: Assessing The Impact Of Aspire From The Perspective Of Sustained Partners, Jennifer Jettner, Tessa Mckenzie
Division of Community Engagement Resources
The purpose of this evaluation was to assess the quality of ASPiRE's partnerships from the perspective of partners. In addition, this effort also gathered preliminary information about partners' perspectives on VCU as a whole and functioned as a pilot test to inform future efforts for collecting partner voice about VCU's partnerships across the university.
Enhancing Impact: Aligning University Engagement Efforts With Community Needs, Jennifer Early, Valerie Holton, Kevin Allison, Catherine Howard
Enhancing Impact: Aligning University Engagement Efforts With Community Needs, Jennifer Early, Valerie Holton, Kevin Allison, Catherine Howard
Division of Community Engagement Resources
This presentation was delivered at the Coalition of Urban Metropolitan Universities Conference in Washington, D.C., in October 2016.
Academic Health Centers: Improving The Health Of Our Communities Through Community Engagement, Jennifer Early, Valerie Holton
Academic Health Centers: Improving The Health Of Our Communities Through Community Engagement, Jennifer Early, Valerie Holton
Division of Community Engagement Resources
This conference proceeding was presented at the International Association for Research on Service Learning and Community Engagement held September 2016.
Getting To The Core Of Undergraduate Community-Engaged Research: A Case For Implementing Core Competencies In Ucenr, Tessa Mckenzie, Grant Wolfe, Herb Hill
Getting To The Core Of Undergraduate Community-Engaged Research: A Case For Implementing Core Competencies In Ucenr, Tessa Mckenzie, Grant Wolfe, Herb Hill
Division of Community Engagement Resources
This conference proceeding was presented at the International Association on Service Learning and Community Engagement Conference held September 2016.
Incorporating Community Engagement Language Into Promotion And Tenure Policies: One University's Journey, Lynn E. Pelco
Incorporating Community Engagement Language Into Promotion And Tenure Policies: One University's Journey, Lynn E. Pelco
Division of Community Engagement Resources
This presentation was given at the 2016 Coalition of Urban and Metropolitan Universities Conference in Washington, D.C.
Professional Development For Community-Engaged Research And Teaching: An Integrated Model For Administrators, Instructors, Researchers And Community Partners, Lynn E. Pelco, Jennifer Early
Professional Development For Community-Engaged Research And Teaching: An Integrated Model For Administrators, Instructors, Researchers And Community Partners, Lynn E. Pelco, Jennifer Early
Division of Community Engagement Resources
This presentation was given at the 2016 Coalition of Urban and Metropolitan Universities Conference in Washington, D.C.
Re-Imaging City Walls: Engaging Children To Replace Hostile Wall-Chalking With Their Drawings, Rabeya Jalil
Re-Imaging City Walls: Engaging Children To Replace Hostile Wall-Chalking With Their Drawings, Rabeya Jalil
Teaching Resource Archive
Experience how two art educators lead a community-based initiative by engaging children from suburban districts to revamp public walls; erase hate graffiti and wall- chalking and replace them with interactive drawings.
Empathy Activators: Teaching Tools For Enhancing Empathy Development In Service-Learning Classes, Robin Everhart, Katie Elliott, Lynn E. Pelco, Deborah Westin, Rowena Briones, Emily Peron
Empathy Activators: Teaching Tools For Enhancing Empathy Development In Service-Learning Classes, Robin Everhart, Katie Elliott, Lynn E. Pelco, Deborah Westin, Rowena Briones, Emily Peron
Division of Community Engagement Resources
On February 5, 2016, 25 educators from Virginia Commonwealth University (VCU) and the University of Richmond (UR) gathered in Richmond, Virginia, for an annual service-learning workshop. This year’s workshop featured Robin Everhart, PhD, VCU assistant professor of psychology, as keynote speaker. Jumpstarted by Everhart’s research on student empathy, workshop participants explored the concept of empathy and collaboratively developed strategies for integrating empathy into the service-learning experience. This document grows out of Everhart’s presentation and group discussions during that workshop and represents a collection of ideas generated.
So You Walk The Walk, But Do You Talk The Talk?: Crafting And Enhancing Communications To Support Community Engagement In Higher Education, Audrey Trussell
So You Walk The Walk, But Do You Talk The Talk?: Crafting And Enhancing Communications To Support Community Engagement In Higher Education, Audrey Trussell
Division of Community Engagement Resources
With community engagement rapidly gaining prominence in higher education, more faculty and administrators are being tasked with communicating about community engagement activities. Communications must be developed to support the institution’s mission while remaining true to principles of mutually-beneficial partnerships. This session explored best practices for developing and implementing a university communications strategy for community engagement. This presentation was given at the Gulf South Summit in Savannah, Georgia on April 14, 2016.
Build It And They Will Come: Infrastructure To Support And Advance Community Engagement And Regional Impact, Valerie Holton
Build It And They Will Come: Infrastructure To Support And Advance Community Engagement And Regional Impact, Valerie Holton
Division of Community Engagement Resources
This presentation was facilitated by Dr. Valerie Holton on April 16, 2016 at Florida Atlantic University.
Empathy Activators: Strategies For Developing Empathy In Service-Learning Students, Katie Elliott, Robin Everhart, Lynn E. Pelco
Empathy Activators: Strategies For Developing Empathy In Service-Learning Students, Katie Elliott, Robin Everhart, Lynn E. Pelco
Division of Community Engagement Resources
This poster presentation explores the link between service-learning and the development of student empathy. It will share the initial research results of a pilot study on student empathy, service-learning, and key ingredients for cultivating empathy. It also offers instructors concrete ideas for teaching tools that activate student empathy.
Core Competencies For Undergraduate Community-Engaged Researchers, Grant Wolfe
Core Competencies For Undergraduate Community-Engaged Researchers, Grant Wolfe
Community-Engaged Research Resources
Undergraduate community-engaged research (UCEnR) is a growing trend which VCU has proactively pursued by providing grants for UCEnR projects and assimilating UCEnR into interdisciplinary curricula. However, a definitive sense of core competencies for undergraduate community-engaged researchers has not yet been established. To that end, this literature review answers the question, "What skills should UCEnR students have?"
Preparing Future Faculty As Service-Learning Instructors: A Proposal To Integrate Instruction In Service-Learning Pedagogy Into The Vcu Preparing Future Faculty Program, Amanda Hall, Lynn E. Pelco
Preparing Future Faculty As Service-Learning Instructors: A Proposal To Integrate Instruction In Service-Learning Pedagogy Into The Vcu Preparing Future Faculty Program, Amanda Hall, Lynn E. Pelco
Division of Community Engagement Resources
This proposal provides a detailed plan for incorporating service-learning pedagogy into the VCU Preparing Future Faculty Program (http://graduate.vcu.edu/development/faculty.html). The VCU Preparing Future Faculty Program (PFF Program) is an optional training program offered by the VCU Graduate School to all graduate students enrolled at the university. The PFF Program involves a series of courses and professional development opportunities aimed at preparing doctoral students for the professoriate.
Employees As Volunteers, Meghan Resler
Employees As Volunteers, Meghan Resler
Division of Community Engagement Resources
This infographic explains the community service leave benefit for staff and faculty at Virginia Commonwealth University.
Faculty Development For Service-Learning: One Size Does Not Fit All, Lynn E. Pelco, Catherine Howard
Faculty Development For Service-Learning: One Size Does Not Fit All, Lynn E. Pelco, Catherine Howard
Division of Community Engagement Resources
This conference presentation describes the development of the professional development continuum currently being used at Virginia Commonwealth University to build the faculty’s capacity for teaching high-quality service-learning courses. Our professional development continuum was developed over the past 5 years by the staff of the VCU Service-Learning Office and was informed by program evaluation data, the principles of adult learning theory, and an “exposure-experience-expertise” developmental framework. The continuum targets instructors at varying levels of service-learning knowledge and experience so that faculty instructors with more service-learning experience participate in different professional development opportunities than do instructors who are new to the pedagogy.
Strategies For Establishing Mutually Beneficial Service-Learning Partnerships, Erin Marie Burke Brown
Strategies For Establishing Mutually Beneficial Service-Learning Partnerships, Erin Marie Burke Brown
Division of Community Engagement Resources
In an ideal world, instructors would begin the process of planning for their service-learning course at least one year in advance of teaching it, but sometimes that is not the case. Use these steps to get started whether you are one year or a few weeks out before the semester starts.