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Articles 1201 - 1230 of 712708

Full-Text Articles in Social and Behavioral Sciences

Exploring The Impact Of Community-Engaged Programs On Undergraduate Students’ Attitudes Toward Intellectual Disability, Jennifer L. Jones, Kami L. Gallus, Amber Manning-Ouellette Aug 2024

Exploring The Impact Of Community-Engaged Programs On Undergraduate Students’ Attitudes Toward Intellectual Disability, Jennifer L. Jones, Kami L. Gallus, Amber Manning-Ouellette

Journal of Community Engagement and Higher Education

Positive outcomes for students have motivated educators to identify effective strategies for advancing diversity, equity, and inclusion (DEI) in people with intellectual disability (ID), a minoritized population often excluded from DEI efforts. The current study investigated undergraduate student attitudes toward ID and compared changes in attitudes following participation in one of two community-engaged programs alongside adults with ID. Findings indicate both programs were effective in changing all three components of students’ attitudes: affect, cognition, and behaviors.

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Writing And Publishing Community-Engaged Scholarship: Advice For Junior Faculty On Promotion, Publishing, And Craft, John Forester, Anna Sims Bartel Aug 2024

Writing And Publishing Community-Engaged Scholarship: Advice For Junior Faculty On Promotion, Publishing, And Craft, John Forester, Anna Sims Bartel

Journal of Community Engagement and Higher Education

This article offers research-based advice on how to write and publish community-engaged scholarship (CES), with special emphasis on success in career-building and academic publishing contexts. It further offers a snapshot of a program designed to build a faculty community of practice for advancing publication of CES. Publishing CES throws into stark relief the tensions between what’s accessible and valuable to communities and what’s recognizable and admirable to academics who hold power over community-engaged scholars’ careers.

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Assessing Outcomes Of Service Learning: Student, Instructor, And Community Reflections, Emily Feuerherm, Kazuko Hiramatsu, Nathaniel S. Miller, Kenneth Williams Aug 2024

Assessing Outcomes Of Service Learning: Student, Instructor, And Community Reflections, Emily Feuerherm, Kazuko Hiramatsu, Nathaniel S. Miller, Kenneth Williams

Journal of Community Engagement and Higher Education

This study investigated the impact of service learning using quantitative and qualitative methods. Forty-one First Year Experience and capstone students completed the Civic Attitudes and Skills Questionnaire (CASQ) at the term’s beginning and end. Although the CASQ total and subscores did not differ, capstone students scored higher on CASQ measures, suggesting better civic attitudes and skills. Community partners completed an impact survey, reporting overall benefits. Instructors’ journals revealed benefits and challenges to implementing service learning.

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Dissonance During International Service-Learning: “You Can’T Go Back To The Way You Were Before”, Diane Ceo-Difrancesco, Leah S. Dunn, Maggie Truitt Aug 2024

Dissonance During International Service-Learning: “You Can’T Go Back To The Way You Were Before”, Diane Ceo-Difrancesco, Leah S. Dunn, Maggie Truitt

Journal of Community Engagement and Higher Education

This study investigated pre-occupational therapy students’ descriptions of dissonance during a twoweek service-learning immersion program in Guatemala. Thirty-one students participated in studentled group reflections during two program iterations. Qualitative analysis of transcripts yielded three themes: context, experience, and outcome. The interconnectedness of all three themes illustrates the interdependence of intense, international service-learning experiences, critical reflection, and transformation. Findings suggest the impact of international service-learning experiences on student development.

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Focusing On Faculty Reflection: How University Students Are Positioned In Service-Learning Courses, Meghan E. Barnes, Lucy Steele, Heather Coffey Aug 2024

Focusing On Faculty Reflection: How University Students Are Positioned In Service-Learning Courses, Meghan E. Barnes, Lucy Steele, Heather Coffey

Journal of Community Engagement and Higher Education

Service-learning is often identified as a pedagogy to prepare undergraduates for life beyond college. However, research suggests service-learning courses rarely challenge learners to explore structural causes of inequity or engage in transformative action. This study explores how one college professor positioned students as they engaged in service-learning. Through document analysis of nine semesters of one course, researchers sought to understand how positioning of university students shapes the effectiveness of service-learning coursework with a justice orientation.

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Learning With Maryland’S Immigrant Communities: Digital Storytelling As Community Engagement, Thania Muñoz Davaslioglu, Tania Lizarazo Aug 2024

Learning With Maryland’S Immigrant Communities: Digital Storytelling As Community Engagement, Thania Muñoz Davaslioglu, Tania Lizarazo

Journal of Community Engagement and Higher Education

In this article, we explore digital storytelling as a community-engaged pedagogy to create students’ immigration stories in Maryland as part of the project “Intercultural Tales: Learning with Maryland’s Immigrant Communities.” Stories highlight students’ lived experiences of immigration, language, and identity. By envisioning themselves and their classmates as community members, students and their stories challenge the assumption that the university is disconnected from local communities. In turn, this process of collaborative storytelling shapes teaching and learning as student-centered practices where it is possible to learn about immigration from inside and outside the classroom.

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Motivation And Orientation: Faculty Perspectives On Development And Persistence In Service Learning And Community Engagement, F. Dan Richard, Becca Berkey, Heather M. Burk Aug 2024

Motivation And Orientation: Faculty Perspectives On Development And Persistence In Service Learning And Community Engagement, F. Dan Richard, Becca Berkey, Heather M. Burk

Journal of Community Engagement and Higher Education

Quality service learning and community engagement (S-LCE) in higher education involves faculty and staff working alongside community members and students for mutual benefit. We investigate explanations, motivations, and intentions of faculty that contribute to the sustained commitment for S-LCE work. Researchers conducted semi-structured interviews across two institutions of higher education. Results indicate that faculty rely on motives connected to student learning and community impact and that faculty approach S-LCE from a disciplinary or social change orientation.

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Service Learning During A Global Pandemic: How And Why?, Kiesha Warren-Gordon, Angela Jackson-Brown Aug 2024

Service Learning During A Global Pandemic: How And Why?, Kiesha Warren-Gordon, Angela Jackson-Brown

Journal of Community Engagement and Higher Education

This case study provides an overview as to how two faculty members co-taught an asynchronous online course with a service-learning component during the COVID-19 global pandemic. Within this paper, the authors recount the adjustments that were made in order to accommodate an online teaching modality while maintaining their commitment to service learning.

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Dweck’S Mindset Theory As Context For Service Learning, Marion Eppler, Marsha Ironsmith Aug 2024

Dweck’S Mindset Theory As Context For Service Learning, Marion Eppler, Marsha Ironsmith

Journal of Community Engagement and Higher Education

Undergraduate students tutored elementary school children applying Dweck’s growth mindset model, while a concurrent class implemented an evaluation of the program. Tutors encouraged children to adopt a growth mindset while helping with homework, especially in mathematics. Research students designed and conducted pre- and post-interviews to assess children’s beliefs about mathematics achievement and growth mindset. We describe these complementary service-learning courses and offer recommendations for improving interventions and assessment in a service-learning context.

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The Annual Physical Therapy Visit: Opportunities For Service Learning In Professional Education, Howell Tapley, Jeremy Houser, Tiffany Idlewine, John Kiesel, Douglas Stevens Aug 2024

The Annual Physical Therapy Visit: Opportunities For Service Learning In Professional Education, Howell Tapley, Jeremy Houser, Tiffany Idlewine, John Kiesel, Douglas Stevens

Journal of Community Engagement and Higher Education

The American Physical Therapy Association promotes the Annual Physical Therapy Visit. Similar to an older adult who may see his/her medical provider annually, it is recommended that the aging adult see a physical therapist who will perform screening tests for strength, endurance, flexibility, balance, and gait. Early detection of physical decline in aging may result in referral for physical therapy, wellness programming, or medical care. Community members and students experience mutual benefits.

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Engaging Undergraduates In Co-Curricular Community-Based Research: Strategies For Success, Monica Williams, Pamela B. Payne Aug 2024

Engaging Undergraduates In Co-Curricular Community-Based Research: Strategies For Success, Monica Williams, Pamela B. Payne

Journal of Community Engagement and Higher Education

This paper uses a case study of a co-curricular community-based research (CbR) program for undergraduates at a regional comprehensive university to identify five strategies to success in implementing such a program: prior planning, appropriate projects, student ownership, program structure, and teaching students to find resources. We address the strengths and limitations of CbR programs, provide recommendations for community engagement through research, and address opportunities and challenges of CbR programs for involving students in their communities.

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The Exhibit And Beyond: Attendees, Collaborating Organizations, And Decision Makers Responding To A Photovoice Project, Cara Dienno, Corey Martz, Lauren Collins, Mimiko Watanabe Aug 2024

The Exhibit And Beyond: Attendees, Collaborating Organizations, And Decision Makers Responding To A Photovoice Project, Cara Dienno, Corey Martz, Lauren Collins, Mimiko Watanabe

Journal of Community Engagement and Higher Education

Photovoice aims to impact those who view photographs and stories in culminating exhibits. This multi-phase research project, completed in partnership with city government and community partners, explored photovoice impacts on exhibit attendees, collaborating organizations, and decision-makers. Results show increased levels of awareness, concern, and willingness to take action among exhibit attendees. Additionally, collaborating organizations and decision-makers saw the power of “thicker” public engagement processes, like photovoice, to provide useful data to aid decision-making.

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Impact Of Service Learning On Personal, Social, And Academic Development Of Community Nutrition Students, Kritika Gupta, Blake Grove, Georgianna Mann Aug 2024

Impact Of Service Learning On Personal, Social, And Academic Development Of Community Nutrition Students, Kritika Gupta, Blake Grove, Georgianna Mann

Journal of Community Engagement and Higher Education

Service learning connects theoretical knowledge to community settings. Reflective journals were used to document student service-learning experiences in a Community Nutrition course component. Reflective journal data obtained from students (n=137) during different semesters were analyzed qualitatively. The service-learning partners included Nutrition Education, Food Provision, and Local Food sites. Positive impacts were noted on personal, social, and academic development of students for all sites. Service-learning assignments can impart transferrable skills and enhance student development.

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The High Cotton Project: A Community-Based Method For Serving The Urban Homeless, Timothy J. Elliott, David A. Driskill Aug 2024

The High Cotton Project: A Community-Based Method For Serving The Urban Homeless, Timothy J. Elliott, David A. Driskill

Journal of Community Engagement and Higher Education

This article details the ways a series of architecture graduate classes partnered with a nonprofit youth sports organization and other community groups to design a shelter to accommodate those experiencing homelessness in Lubbock, Texas. The researchers use a case study approach to discuss how graduate students repeatedly engaged with the public for feedback on their designs and eventually created a design for a community-specific homeless shelter and treatment center. This article shares the project’s engagement methods, which included precedent studies, design charrettes, regular presentations to the public, meetings with stakeholders, and professional collaborations.

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Bridging Education And Service Learning Through Palliative Care, Jamie Borchardt Aug 2024

Bridging Education And Service Learning Through Palliative Care, Jamie Borchardt

Journal of Community Engagement and Higher Education

Service learning can bridge the gap between traditional and transformational learning, as students are able to relate the course terminology directly to field experience. This project was set up to determine if volunteering for a semester at Hospice had any effect on emotional intelligence and positivity. A paired samples t-test compared differences in pre- and post-test scores on the Positivity Scale (PS) and the Schutte Self-Report Emotional Intelligence Test (SSEIT). The PS revealed a significant difference in pre- and post-test surveys: t(5)=-2.4, p=.03.

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Baltimore And Johns Hopkins University: How Community Voices Offer New Perspectives, Victoria E. Harms Aug 2024

Baltimore And Johns Hopkins University: How Community Voices Offer New Perspectives, Victoria E. Harms

Journal of Community Engagement and Higher Education

This case study discusses the development of a community-engaged undergraduate history course on the 1960s at Johns Hopkins University. It speaks to the specific limitations of contingent faculty and the challenges of bridging historically deep divides between a predominantly White institution (PWI) and many surrounding communities. It focuses on structural and individual support, the partners’ needs and priorities, students’ potential, and the ways elevating community voices can change the narratives about U.S. cities, their past and present.

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Examining Service-Learning Pedagogical Practice Through Centering Bipoc Student Voices, Nelson Omar Valencia-Garcia, Marilee Coles-Ritchie Aug 2024

Examining Service-Learning Pedagogical Practice Through Centering Bipoc Student Voices, Nelson Omar Valencia-Garcia, Marilee Coles-Ritchie

Journal of Community Engagement and Higher Education

This study centers BIPOC (Black, Indigenous, People of Color) students’ experiences in servicelearning courses at a predominantly White college. Researchers conducted eight semi-structured interviews using qualitative case study methods and analyzed the data through a critical consciousness framework. Data illuminated tensions in predominantly White spaces, perils and promises of preparation, and relationality with community partners demonstrating how Whiteness is often centered unintentionally. Based on the data collected, the authors suggest recommendations for implementing pedagogy that addresses the lived experiences of BIPOC students in service-learning courses.

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Putting The Commercial In Social Enterprise Education: Employing The For-Profit To Nonprofit Business Model In The Classroom, Rasheda L. Weaver Aug 2024

Putting The Commercial In Social Enterprise Education: Employing The For-Profit To Nonprofit Business Model In The Classroom, Rasheda L. Weaver

Journal of Community Engagement and Higher Education

This article presents the case of an undergraduate social entrepreneurship class where students run social enterprises on campus for four weeks. After completing sales, students donate their profits to local nonprofit organizations. The case illustrates how university classes may equip students to address societal problems through entrepreneurial activity.

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Next Generation Practitioner-Scholars Navigating Community Engagement Professional Development: A Collaborative Autoethnography, Lori E. Kniffin, Trina Van Schyndel, Elisabeth G. Fornaro, Jennifer W. Purcell, Stacey Muse Aug 2024

Next Generation Practitioner-Scholars Navigating Community Engagement Professional Development: A Collaborative Autoethnography, Lori E. Kniffin, Trina Van Schyndel, Elisabeth G. Fornaro, Jennifer W. Purcell, Stacey Muse

Journal of Community Engagement and Higher Education

This collaborative autoethnographic research study examines the motivations, experiences, and professional outcomes of seven community engagement practitioner-scholars who served in a highlevel elected position in a community engagement research association and its affiliated graduate student network. The findings highlight the role of professional associations and graduate student networks in facilitating professional development for next generation community engagement practitioner-scholars, such as supporting them in creating connections, expanding networks, developing professional identities, and cultivating cultural capital.

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Fair Trade Learning Evaluation Of A Global Partnership, Roxanne Amerson, Jade Parker-Manderson, Chloe Garrison, Sarah Finleyson, Michelle Kunkle Aug 2024

Fair Trade Learning Evaluation Of A Global Partnership, Roxanne Amerson, Jade Parker-Manderson, Chloe Garrison, Sarah Finleyson, Michelle Kunkle

Journal of Community Engagement and Higher Education

Traditionally, evaluation of global service-learning (SL) programs has been highly focused on student outcomes, rather than community impact. Less documentation exists regarding the impact of SL on the partnerships between the community and higher education. The purposes of this case study are to present the concept of Fair Trade Learning (FTL) as it relates to global SL and demonstrate how the FTL Rubric can be used to evaluate a new global partnership.

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Imparting The Skills Employers Seek: Community-Engaged Learning As Career Preparation, Elizabeth Otto, Elizabeth Dunens Aug 2024

Imparting The Skills Employers Seek: Community-Engaged Learning As Career Preparation, Elizabeth Otto, Elizabeth Dunens

Journal of Community Engagement and Higher Education

This paper explores the potential for postsecondary community-based educational experiences to impart the skills employers most desire from new college graduates. We gathered one U.S. university’s community-engaged learning (CEL) stakeholders to collect detailed descriptions of the behaviors students practice during CEL. Students, faculty, and community partner participants had at least one semester of service-learning or nonprofit internship experience coordinated by the university’s Center for Community Work and Learning. Qualitative responses generated from 46 participants were coded and then compared to the top skills business executives and hiring managers reported in 2018 as priorities for new college graduates. Data analysis yielded …

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Conversations For Change: The Impact Of Service-Learning Dialogues With Incarcerated Men On Social Work Students, Yvonne Eaton-Stull, Kathleen Kocherzat, Kerry Edwards Aug 2024

Conversations For Change: The Impact Of Service-Learning Dialogues With Incarcerated Men On Social Work Students, Yvonne Eaton-Stull, Kathleen Kocherzat, Kerry Edwards

Journal of Community Engagement and Higher Education

This article explores a course-linked service-learning project that facilitated social-problem focused dialogues between students and men who were incarcerated in a prison. Student reflections were life-changing; listening with both their hearts and minds enhanced student learning, increasing empathy, fueling a sense of advocacy, and fostering a plan for action and change. Conversing with the men challenged old assumptions and invited students to solidify goals and infuse their career paths with civic values and social justice concerns.

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Perceptions And Visions Of Community Engagement: A Pilot Study For Assessment Across The Institution, Sandra Sgoutas-Emch, Kevin Guerrieri, Colton C. Strawser Aug 2024

Perceptions And Visions Of Community Engagement: A Pilot Study For Assessment Across The Institution, Sandra Sgoutas-Emch, Kevin Guerrieri, Colton C. Strawser

Journal of Community Engagement and Higher Education

Universities seek tools that provide a clear vision and expectations for community engagement at the institutional level. This study focused on the development of the Community Engagement Institutional Assessment (CEIA) rubric to evaluate four key criteria and its application in a pilot study of course-based community engagement. The results revealed a significant divergence between faculty perceptions and the vision projected in the rubric, which suggests the need for building a more collective understanding of and development opportunities in community engagement.

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Fusing Global Learning And Community-Based Learning, Kara A. Fulton, Diana Diaz Aug 2024

Fusing Global Learning And Community-Based Learning, Kara A. Fulton, Diana Diaz

Journal of Community Engagement and Higher Education

The University of South Florida, a public research university, and the University Area Community Development Corporation Inc., a nonprofit organization, collaboratively developed a communitybased global learning experience for undergraduate students. We present the results of a study exploring the impact of the experience on students who participated across two semesters. Results suggest that student learning was enhanced across all intended student learning outcomes, though some outcomes were developed more than others.

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Sars 2 Covid-19 Pandemic And Its Effects On Service Learning And Community Engagement, Catherine S. Paterson Aug 2024

Sars 2 Covid-19 Pandemic And Its Effects On Service Learning And Community Engagement, Catherine S. Paterson

Journal of Community Engagement and Higher Education

This article reflects on SARS 2 COVID-19 Pandemic and its effects on service learning and community engagement.

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From Reflection To Resumes: Alumni Perceptions Of A Multi-Term Public Service Program’S Connection To Career, Ryan Nilsen, Alanna Gillis, Bryant Hutson, Lynn Blanchard Aug 2024

From Reflection To Resumes: Alumni Perceptions Of A Multi-Term Public Service Program’S Connection To Career, Ryan Nilsen, Alanna Gillis, Bryant Hutson, Lynn Blanchard

Journal of Community Engagement and Higher Education

This paper explores how alumni of a multi-term public service program understand the connection between the program and their career development. Qualitative data were collected from 393 alumni based on six open-ended survey questions. While career and professional development is not an explicit goal of the program, a thematic analysis suggests that alumni perceived that the program connected to career reflection, boosted their resume, and guided them toward a public service career or specific jobs.

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Social Theories And Service Learning: Towards Building An Integrated Service-Learning Sociological Framework, Mark Anthony D. Abenir, Carol Ma Hok Ka Aug 2024

Social Theories And Service Learning: Towards Building An Integrated Service-Learning Sociological Framework, Mark Anthony D. Abenir, Carol Ma Hok Ka

Journal of Community Engagement and Higher Education

This theoretical paper anchors service learning (S-L) in three broad sociological theories. From there, discussions on the actual implementation of S-L based on these theories are explained to build an integrated S-L sociological framework. Four S-L modalities of community engagement are identified—namely transactional, transitional, transformational, and transcendental—with their corresponding respective levels of community participation—namely consultative tokenism, placation, partnerships, and citizen control. The application of such a coherent framework is discussed in the context of contemporary service-learning practices and community impact.

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Student Professional Competencies As Perceived By Community Service-Learning Partners, Maureen Snow Andrade, Jonathan H. Westover Aug 2024

Student Professional Competencies As Perceived By Community Service-Learning Partners, Maureen Snow Andrade, Jonathan H. Westover

Journal of Community Engagement and Higher Education

Service learning is a high-impact practice that helps students develop professional competencies such as teamwork, communication, critical thinking, and problem solving. This study investigated community partners’ perceptions of students’ professional competencies and their impact. Findings indicate that professional competencies had a significant impact on partner perceptions of project quality and value, while the overall predictability of the model to examine partners’ perceived likelihood to work on future projects with students was low.

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Unfurling Your Community-Engaged Work Into Multiple Scholarly Products, Diane M. Doberneck, Christine Carmichael Aug 2024

Unfurling Your Community-Engaged Work Into Multiple Scholarly Products, Diane M. Doberneck, Christine Carmichael

Journal of Community Engagement and Higher Education

Navigating academic publishing challenges community-engaged scholars and practitioners, many of whom have mastered disciplinary writing but are unsure of how to write about community engagement experiences. The Unfurling Tool helps authors co-envision products with community partners, identify scholarly products for both academic and public audiences, and consider how to disseminate multiple products from a single community-engaged project. By unfurling a project, authors may communicate the rich complexity of their community engagement experiences to multiple audiences.

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Hungry Heartland: A Multidisciplinary, Multimedia, Service-Learning Class Project Han Yu, Tom Hallaq, And Shreepad Joglekar Kansas State University, Han Yu, Tom Hallaq, Shreepad Joglekar Aug 2024

Hungry Heartland: A Multidisciplinary, Multimedia, Service-Learning Class Project Han Yu, Tom Hallaq, And Shreepad Joglekar Kansas State University, Han Yu, Tom Hallaq, Shreepad Joglekar

Journal of Community Engagement and Higher Education

The Hungry Heartland project integrates service learning, media literacy, and multidisciplinary collaboration. It engages students from three disciplines to produce multimedia communication and raise public awareness about the lack of healthy food access in Kansas. Interviews and surveys were used to gather student feedback. Overall, students found the project a challenging learning experience, gained a sense of social responsibility, but remained conflicted about multidisciplinary collaboration. Lessons were drawn to inform future iterations of the project.

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