Creating An Institutional Agenda For Community-Engaged Scholarship Faculty Development,
2024
University of Minnesota
Creating An Institutional Agenda For Community-Engaged Scholarship Faculty Development, Andrew Furco
Journal of Community Engagement and Higher Education
Building a comprehensive and robust faculty development agenda is key to securing an institution’s status as a fully engaged campus. This article provides an editorial on the articles presented in this volume, which highlight the experiences of a group of engaged scholars and their research partners who participated in a four-year faculty development initiative designed to enhance their capacities to produce high-quality, community-engaged scholarship.
Community‐Based Research And The Historian’S Craft,
2024
Queen’s University
Community‐Based Research And The Historian’S Craft, Zorian Maksymec, Christina Redmond, Nina Reid-Maroney
Journal of Community Engagement and Higher Education
This paper discusses a community-based research project that paired undergraduate history students with local community partners in an exploration of the antislavery movement in Canada and the problem of its erasure from local historical memory. The article outlines the project’s background and method, examines the wide-ranging importance of the community classroom it helped to create, and reflects on the importance of undergraduate research in the setting of a liberal arts university as a bridge between classroom and community.
Faculty Feel It Too: The Emotions Of Teaching Through Service‐Learning,
2024
Virginia Commonwealth University
Faculty Feel It Too: The Emotions Of Teaching Through Service‐Learning, Carrie W. Lecrom, Lynn Pelco, Jill W. Lassiter
Journal of Community Engagement and Higher Education
The authors used Coles’ (1993) framework of emotional satisfactions and hazards to examine the experiences of faculty members teaching service-learning classes for the first time. Seven faculty from two institutions completed monthly reflections and focus groups for one year. Qualitative analysis indicated that faculty experienced several of Coles’ emotional satisfactions and hazards, were prone to emotional contagion, and depended on colleague mentoring to navigate the experiences of using service-learning pedagogy for the first time.
A Qualitative Assessment Of The Impact Of A Service‐Learning Course On Students’ Discipline‐Specific Self‐Efficacy,
2024
North Carolina State University
A Qualitative Assessment Of The Impact Of A Service‐Learning Course On Students’ Discipline‐Specific Self‐Efficacy, L. Suzanne Goodell, Natalie K. Cooke, Sarah L. Ash
Journal of Community Engagement and Higher Education
Investigators employed a multi-method qualitative approach to determine the impact of a service- learning course on students’ discipline-specific self-efficacy. The majority of students reported an increase in discipline-specific self-efficacy after participating in this service-learning course. Analysis resulted in three major themes: (1) constructive criticism and self-reflection improve self-efficacy; (2) experience breeds confidence; and (3) service-learning encourages students to obtain more knowledge and experience in areas of deficiency after the servicelearning experience.
Assessing Global Citizenship After Participation In Service Learning In Physical Therapy Education,
2024
Wheeling Jesuit University
Assessing Global Citizenship After Participation In Service Learning In Physical Therapy Education, Mark Drnach, Craig Ruby, Kelley Kluender, Brian Palomba, Marissa Ursick
Journal of Community Engagement and Higher Education
Promoting a global perspective has become a recent topic in health care education (Frenk et al., 2010). The idea is to produce graduates who are capable of delivering culturally appropriate services to communities in need, both locally and globally. Various didactic components and pedagogies can be used but the outcome of producing a graduate who acts on that education is unclear. The purpose of this study is to evaluate the effects of service learning on promoting identified behaviors reflective of a global citizen in graduates from Wheeling Jesuit University’s (WJU) Physical Therapy Program. This doctoral program includes service-learning courses that …
Development Of Community‐Based Workshops For Mexican‐Origin Rural, Low‐Income Study Participants,
2024
University of California, Davis
Development Of Community‐Based Workshops For Mexican‐Origin Rural, Low‐Income Study Participants, Rosa D. Manzo, Yvette G. Flores, Adela De La Torre
Journal of Community Engagement and Higher Education
This paper documents the process of developing community-based psychoeducational workshops to engage and retain study participants within a comparison research site. The development and adaptation of the workshops followed methods of cultural adaptation and ecological validity (Domenech-Rodriguez & Wieling, 2004; Bernal, Bonilla, & Bellido, 1995). Our work supports the idea that culturally responsive approaches can engage community members and increase the acceptability of researchers in low-income Mexican-origin communities.
Archetypal Energies And Global Mental Health,
2024
UMass Boston
Archetypal Energies And Global Mental Health, Carroy U. Ferguson
Psychology Faculty Publication Series
As a keynote speaker at the Global Mental Health Conference 2024, held at Sophia University, Costa Mesa, CA, in-person and virtually, August 16-18, 2024, my topic was "Archetypal Energies As A Framework for Self-Empowerment and Well Being". The theme of this 2024 global conference was: Enlightened Minds, Compassionate Hearts, and Embodied Wisdom. To supplement my keynote address, I wrote this blog article titled "Archetypal Energies and Global Mental Health".
Buddhism, Daoism, And Jeet Kune Do: A Contemporary Analysis Of Nondual Traditions In A New Age Martial Art,
2024
California Institute of Integral Studies
Buddhism, Daoism, And Jeet Kune Do: A Contemporary Analysis Of Nondual Traditions In A New Age Martial Art, James H. Sutton
Journal of Conscious Evolution
Traditional martial arts are known for their focus on spiritual cultivation through a combination of self-defense training and contemplative practices like meditation. Traditional martial art systems tend to utilize nondual traditions commonly associated with Buddhism and Daoism; however, modern martial art practices, particularly those of MMA, no longer place a strong emphasis on such traditions. In turn, this has led to the development of high-performance sport athletes who emphasize self-defense efficiency in combat (usually combat sports) over all other attributes while also mixing “arts” or “styles” as necessary for the individual’s own self growth. I dub these as “new age” …
Thinking Blue / Writing Red: Marxism And The (Post)Human,
2024
CUNY Queens College
Thinking Blue / Writing Red: Marxism And The (Post)Human, Stephen C. Tumino
Publications and Research
Thinking Blue/Writing Red interrogates contemporary culture across a range of texts, from the pandemic (‘Covid’ and ‘Trump Speak’) to high theory (Melville's narratives) and popular culture (Beyoncé's ‘Formation’ and Super Bowl performance, Twin Peaks , metamodern ‘cli-fi’ films). Inspired by Derrida’s idea of the secret, Tumino examines the significance of social movements (Black Lives Matter, Occupy, alter-globalization) and naïve art (Darger, Ryden) to argue that these texts speak of the secrets that capitalism cannot speak. Contending that the cultural surfaces narrate only the ‘nonsecret,’ that to see the social logic of the culture one must dig into what Bruno Latour …
The Perspective Of An Alumnus,
2024
Columbia University
Editor’S Note,
2024
Bard College at Simon’s Rock
Contributors,
2024
Bard College
Contributors
Early College Folio
Contributors, Early College Folio, Volume 3, Issue 1 (2024).
The Influence Of Misconceptions On Pedagogical Choices Of Secondary Science Teachers: An Embedded Case Study,
2024
Kennesaw State University
The Influence Of Misconceptions On Pedagogical Choices Of Secondary Science Teachers: An Embedded Case Study, Tracey Beyer
Dissertations
This case study, using phenomenography within science disciplines, examines how educators' experiences with misconceptions affect teaching methods in high school physics, chemistry, and biology. Based on constructivist and interpretive theories it highlights that personal experiences shape learning and involve continuously reconstructing knowledge. The shared misconceptions of 13 educators across science disciplines reveal how those experiences influenced both their content knowledge and instructional practices. The findings indicate that educators who openly acknowledge and learn from their past experiences with misconceptions are better equipped to recognize and address gaps in understanding, an asset to furthering student learning. This research highlights the importance …
Storywood: Collaborating With Opaque Unknowable Others Through Oil Painting,
2024
Simon Fraser University
Storywood: Collaborating With Opaque Unknowable Others Through Oil Painting, Tanya J. Behrisch
Journal of Contemplative and Holistic Education
This paper demonstrates the use of contemplation and arts-based research (ABR) to explore intersubjectivity between myself and other opaque beings. Through a walking meditation, I experience an affective encounter with a plywood board found lying on a beach. The board radiates agency and mysterious stories about its passage through the world. Drawing on philosopher Tim Lilburn’s concept of permeable attention and Bennett’s theory of vibrant matter, I discover the storied nature of the damaged board and resonances between its stories and my own. By practicing perceptual openness, I discern vitality shimmering beyond the visible surface of the board. During my …
"A Life Altering And Special Journey": The Lasting Impact Of Mindfulness On Semester-Long Study Abroad Participants,
2024
College of Saint Benedict and Saint John's University
"A Life Altering And Special Journey": The Lasting Impact Of Mindfulness On Semester-Long Study Abroad Participants, Ana Conboy, Kevin Clancy
Journal of Contemplative and Holistic Education
Education abroad is held up as a high-impact practice with the potential to engage college and university students in a transformative learning experience (Kuh, 2008). The Institute for International Education (IIE) reports that 347,099 U.S. students received academic credit for study abroad during the 2018-2019 academic school year (IIE). Extensive research into student learning gains abroad have demonstrated that developing student metacognition, or one’s ability to be intentionally self-reflective, is central to transformative learning in the study abroad experience (Vande Berg et al., 2012; Zull, 2012). Consequently, international educators are continually searching for pedagogies (praxis) to facilitate metacognitive learning within …
Emotional Capital And Compassionate Educational Space: Reflection On One Undergraduate Course,
2024
The Pennsylvania State University
Emotional Capital And Compassionate Educational Space: Reflection On One Undergraduate Course, Katerina Bodovski
Journal of Contemplative and Holistic Education
In this essay, I reflect upon my experience of creating and teaching a new undergraduate course, Students, Parents, Schools. I look at the course content and process through the lens of emotional capital. While being one of the themes in the course, emotional capital is also developed for the students within the class itself. I identified four aspects of the course that can be linked to building emotional capital: bringing focus to oneself; encouraging students to capitalize on their own experiences; building meaningful connections; and creating a non-punitive environment. I discuss each of the aspects, illustrating them where appropriate …
"A Life Altering And Special Journey": The Lasting Impact Of Mindfulness On Semester-Long Study Abroad Participants,
2024
College of Saint Benedict/Saint John's University
"A Life Altering And Special Journey": The Lasting Impact Of Mindfulness On Semester-Long Study Abroad Participants, Ana Conboy, Kevin Clancy
Languages and Cultures Faculty Publications
Education abroad is held up as a high-impact practice with the potential to engage college and university students in a transformative learning experience (Kuh, 2008). The Institute for International Education (IIE) reports that 347,099 U.S. students received academic credit for study abroad during the 2018-2019 academic school year (IIE). Extensive research into student learning gains abroad have demonstrated that developing student metacognition, or one’s ability to be intentionally self-reflective, is central to transformative learning in the study abroad experience (Vande Berg et al., 2012; Zull, 2012). Consequently, international educators are continually searching for pedagogies (praxis) to facilitate metacognitive learning within …
Transforming School Leadership: An Examination Of The Impetus And Evolution Of An Internal District Principal Preparation Program,
2024
Old Dominion University
Transforming School Leadership: An Examination Of The Impetus And Evolution Of An Internal District Principal Preparation Program, Whitney Szoke
Educational Leadership & Workforce Development Theses & Dissertations
School districts, faced with increasing shortages in the education profession, are leveraging internal district strategies to recruit and grow their educators. In addition to preparing and credentialing new educators, districts are turning inward to cultivate their leadership pipeline. This case study explores a post-credential inner-district principal preparation program in a large school district in the Mid-Atlantic region. Participants were central office leaders involved in creating and developing the program. This study's findings reveal insights into the creation and development of an inner-district principal preparation program and how initiatives are shaped and influenced during the development phase. Central office leaders were …
And Still We Rise…An Examination Of The Perceptions Of African American Women’S Lived Experiences Regarding Barriers Faced During Their Journeys To Executive Leadership Positions At Historically Black Colleges And Universities,
2024
Abilene Christian University
And Still We Rise…An Examination Of The Perceptions Of African American Women’S Lived Experiences Regarding Barriers Faced During Their Journeys To Executive Leadership Positions At Historically Black Colleges And Universities, Tanya White, Dianne Reed, Ls Spencer, Charlotte Fontenot, Mack Hines
Tapestry: Journal of Research in Education
This qualitative case study described the lived experiences of 11 African American women regarding the barriers that they faced on their journeys to obtaining executive leadership positions at historically black colleges and universities and universities (HBCUs). Five of the African American women served in their positions at predominantly white universities (PWIs) in addition to HBCUs. The purpose of the study was to describe the perceptions of African American women regarding steps they have practiced continuing their path to notable success in higher education leadership. We described the behaviors and practices of these African American women leaders and how they engage …
Exploring Land-Grant Institution Partnerships To Better Serve Audiences,
2024
University of Florida IFAS Extension St. Lucie
Exploring Land-Grant Institution Partnerships To Better Serve Audiences, Carol A. Roberts, Kenya N. Washington, Alicia Betancourt, Holly Abeels, Dreamal Worthen, Martha Monroe
Journal of Extension
Programs within the Cooperative Extension Service often develop partnerships with other agencies and organizations to better meet their common goals. While there are many benefits of partnerships, they can be challenging when the partners are unequal or have dissimilar needs. Using a survey and interviews with faculty and administrators at two land-grant institutions we explore the similarities and differences that pull and push at their partnership. Recommendations to strengthen partnering opportunities at the institutional and program levels are provided.
