Social and Behavioral Sciences Commons^™

University Students Pilot A Community Survey At Ciclovia, Joseph Herzog, William Crawley, Erin A. King

Journal of Community Engagement and Higher Education

Social work students at a southeastern university piloted a community perception and attachment survey during a local Ciclovia event. Results indicated that a majority of participants held a generally positive view of the community (91%), while perceptions of specific aspects of the community and neighborhoods varied depending on individual items. Implications for use of students in community surveys are explored in addition to a presentation of the overall results of the survey.

Mapping Moral Development: A Case Study Of Service Learning In The Midwest, Daniel Casebeer, Jessica Mann

Journal of Community Engagement and Higher Education

This study explores the relationship between service learning and moral development. During a phenomenographic examination of a service-learning project in the Midwest, researchers identified ways that participants conceived of justice. These conceptions were analyzed with a Neo- Kohlbergian approach to post-conventional moral thinking and mapped using social cartography. Findings indicate that immersion programs can provide participants with nominal opportunities for moral development and that there is a need for additional supports and future research on the longitudinal effects of service learning.

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.

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.

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.

Cultivating A Civic Mindset: Assessing Public Relations Student Perceptions Of Service Learning And Community Involvement Beyond The Course, Christopher J. Mccollough

Journal of Community Engagement and Higher Education

Literature in service learning offers examples of professional, social, and civic value to students, faculty, and community. The literature has not fully examined the impact of student participation on their levels of civic involvement among graduates several years removed from the coursework. This study is a case analysis of seven years of graduates with public relations course experience to examine graduates’ perceptions of the value of service-learning projects, and how this translates to community engagement.

Finding Common (Moral) Ground In Critical Service Learning: Promoting Balance And Civil Discourse Through Moral Foundations Theory, James Morgan Lewing

Journal of Community Engagement and Higher Education

Critical approaches to service learning courses may not innately maximize student engagement, civil discourse, and the confrontation of stereotypes. The purpose of this article is to propose the utilization of Moral Foundations Theory as a complimentary framework for service learning courses seeking to critically analyze systems and policies. Recommendations for practice and future research are included.

Civic Engagement Through Asian American And Pacific Islander Studies: Cultivating Capacity For Social Justice Through Critical Service Learning, Jennifer A. Yee

Journal of Community Engagement and Higher Education

This autoethnographic case study analyzes how “ASAM 230 – Civic Engagement Through Asian American and Pacific Islander (AAPI) Studies,” an ethnic studies course created at a public, comprehensive university in partnership with a community-based organization, cultivates capacity for social justice through critical service learning. ASAM 230 purposefully manifests social justice principles, conscious equitable distribution of individual and structural power, and a focus on authentic, sustainable relationships, with conceptual, practical implications for social change agents and educators.

Civic-University Synergy: Addressing Fair Housing Through Engaged Community Programming, Michael Rios, Bryan J. Hains, Kristina D. Hains, Carolyn Abrams

Journal of Community Engagement and Higher Education

With the anticipated implementation of the Affirmatively Furthering Fair Housing (AFFH) ruling, the California Department of Housing and Community Development (HCD) initiated a civic- university partnership between themselves; the University of California, Davis Center for Regional Change; and the University of Kentucky Community Innovation Lab, to design a training program that would provide organizational leadership with the skills and knowledge necessary to implement the AFFH ruling. This case study examines the dynamic civicuniversity collaboration and provides lessons learned from the experience.

Service Learning In Physical Therapy Professional Education: Student Reflections Of The Special Olympics Funfitness Program, Stasia Tapley, Howell Tapley, Tiffany Idlewine, John Kiesel

Journal of Community Engagement and Higher Education

The Special Olympics (SO) FUNfitness Program involves a comprehensive screening for flexibility, strength, balance, and aerobic fitness for individuals with intellectual disability (ID). Doctor of Physical Therapy students at Indiana State University administer the program yearly as part of the Indiana SO Summer Games. Thematic analysis of student reflections revealed increased awareness of individuals with ID, both beneficial and challenging aspects of the experience, and increased likelihood of working with underserved populations in the future.

Leadership Opportunities In Service-Learning: A Pilot Study In A Homeland Security Classroom, Jess Bonnan-White, Emily Lanaras

Journal of Community Engagement and Higher Education

Service-learning opportunities provide students with valuable professional experience beyond training and practical skills. In a pilot study of Criminal Justice students enrolled in an undergraduate Homeland Security class, student volunteers report opportunities for practicing leadership at an after-school program. Responses were also compared to a leadership curriculum prepared by the Federal Emergency Management Agency. Student volunteers collectively focus on providing mentorship, tutoring assistance, and behavioral regulation. Results add to literature documenting service-learning impact on professional development.

Service-Learning And Civic Attitudes: A Mixed Methods Approach To Civic Engagement In The First Year Of College, Amber Manning-Ouellette, Kevin M. Hemer

Journal of Community Engagement and Higher Education

Service-learning contributes to a variety of learning outcomes. This study aims to examine the student learning outcomes associated with service-learning in a first-year leadership course. With this broad focus, we hope to shed light on the benefits of students participating in civic engagement in their first semester of college. Findings suggest student learning outcomes include interpersonal skills, leadership capacity, and social justice perspectives. We conclude by offering considerations for designing future courses.

Engaging Vulnerable Youth In Community-Based Participatory Research: Opportunities And Challenges, Melissa Tremblay, Bethan Kingsley, Rebecca Gokiert, Gary Benthem

Journal of Community Engagement and Higher Education

Drawing on a community-university (CU) partnership between a non-profit organization that serves teen families, a housing organization and a university, this paper discusses the opportunities and challenges that can arise when engaging vulnerable youth in research. Through this paper, we share reflections on promising practices and ethical considerations in the participant recruitment, data collection, data analysis, and dissemination stages of the research process. Conclusions are offered for those seeking to engage vulnerable youth in research.

Lessons Learned From Faculty Service-Learning Mentoring, Elizabeth A. Robinson, Debra A. Harkins

Journal of Community Engagement and Higher Education

Service-learning that targets issues of injustice within a community shares the goal with institutions of higher education of helping students become transformational citizens who deeply question and try to change unjust and ineffective social systems. Unfortunately, challenges to growing and sustaining service-learning pedagogy at institutions of higher education are many. This project discusses challenges and makes recommendations based on a pilot mentoring program at an urban, four-year university in the Northeast for faculty interested in integrating service- learning into their curriculum.

Civic-Mindedness Development Throughout A Physical Therapy Curriculum, Kerstin M. Palombaro, Jill D. Black, Robin L. Dole, Heather A. Burns, Sidney A. Jones, Alexander Stewart

Journal of Community Engagement and Higher Education

Graduate professional programs seek to foster professionalism and civic-mindedness in their students. This study measures the development of civic-mindedness throughout a graduate physical therapy (PT) program curriculum committed to community engagement. Three class cohorts completed the Civic-Minded Professional (CMP) Scale at four time points. Scores increased throughout the curriculum. Participants involved in community service leadership had the highest scores. A professional program that allows for community engagement throughout the curriculum will encourage student development of civic-mindedness.

Connections: Building Partnerships With Museums To Promote Intergenerational Service Learning And Alzheimer’S Care, Catherine Wilkins

Journal of Community Engagement and Higher Education

This article reflects upon the development of Connections, a service-learning collaboration between a Research I university and an urban art museum that trains students to work with patient groups from the community using Visual Thinking Strategies. This method of art exploration helps people with Alzheimer’s disease express memories and relieve anxiety. In describing the collaboration, instructional design, and ongoing research, this reflection seeks to encourage educators to partner with museums for intergenerational service-learning experiences.

Using Games To Solve Real-World Civic Problems: Early Insights And Design Principles, Karen Schrier

Journal of Community Engagement and Higher Education

Video games are starting to be used to support civic learning and engagement. Moreover, games are being used to crowdsource solutions to real-world problems; however, few of these games address civic problems and engage adolescents and young adults. In this paper, I explore designing and using games for real-world civic problem-solving, as well as for supporting civic engagement among young adults. Using a design analysis approach, I investigate six video games and propose 20 initial design elements for use in creating and implementing civic problem- solving games. These include principles such as: using authentic civic problems, data, and tools; enabling …

Millennial Generation Faculty: Why They Engage In Service Learning, James Morgan Lewing, Paul Eugene York

Journal of Community Engagement and Higher Education

The purpose of this phenomenological qualitative study was to examine the experiences, motivations, and perceptions of millennial generation faculty members who utilize service learning. Eight faculty members were interviewed, and the three themes evident in the findings were: (a) the role of the undergraduate experience, (b) an alignment with intrinsic motivations, and (c) the perception of organizational fit.

Service Learning In Adapted Physical Education: Connecting The Classroom To The Community, Matthew R. Martin, Amy Gagnon

Journal of Community Engagement and Higher Education

The purpose of the qualitative study was to explore Physical Education Teacher Education (PETE) undergraduate students’ perceptions about working with individuals with disabilities while performing Service Learning (SL) at two community-based sites. Using a grounded theory research design, data from field notes, supervisor evaluations, and focus groups were coded and analyzed to identify five themes of perceptions and level of competence: social emotional climate, prior preparation, delivery of instruction, career readiness, and developing leadership.

Social And Cognitive Outcomes Of Service Learning: Results From A Pre-Post And Control Group Comparison, Rebecca G. Ryan

Journal of Community Engagement and Higher Education

Students in an undergraduate course opted to either complete a service-learning project or write article summary papers over the course of a semester. Analyses revealed a significant increase in aspects of empathy, social responsibility, and community and personal involvement in the service-learning group, but not in the control group. The findings are discussed in terms of the social and cognitive benefits of service learning and considerations for incorporating service learning into a gerontology-related course.

Equal Status: Shifting Scholarship Paradigms To Fully Include Community-Based Research Into Undergraduate Research Programs, Susan B. Harden, Kim Buch, Lynn Ahlgrim-Delzell

Journal of Community Engagement and Higher Education

Undergraduate research (UR) experiences continue to proliferate across all higher education settings. Yet community-based research (CBR) experiences account for a small percentage of UR opportunities. This paper describes the pilot study results of a summer program that is intentionally expanding the paradigm for UR at a public research university to include CBR as an equally valued form of scholarship. Results indicate that CBR opportunities expand participation by underrepresented students in UR. Dedicated program administration by CBR faculty and unique recruitment, design, and programs contributed to program success.

Film As Engaged Learning: A Study On Teaching Civics Through Spanish Culture, Kajsa C. Larson

Journal of Community Engagement and Higher Education

University professors use film as a medium to examine social issues, although little is known about the tangible effects that socially minded films have on viewers. This study examined how combining film studies with a philanthropy project was beneficial to students’ understanding of global social concerns. Survey data showed that with this teaching approach, students increased their awareness of local social needs and nonprofits and had a greater personal interest in community involvement and helping others.

Community-Based Participatory Research, Catherine Stemmans Paterson

Journal of Community Engagement and Higher Education

This article investigates community-based participatory research (CBPR) within the framework of service learning and community engagement initiatives within contemporary higher education. It identifies the characteristics of high-quality CBPR, delves into two criticisms of these efforts, and provides ideas for addressing these criticisms.

Community‐Based Participatory Research On Urban Parks And Health Dispariɵes: Perspecɵves From An Urban Planning Researcher, Yingling Fan

Journal of Community Engagement and Higher Education

As part of the University of Minnesota Community-engaged Scholars Program, I undertook a Community-Based Participatory Research (CBPR) project evaluating the potential of urban parks to improve health outcomes in disadvantaged communities. This paper describes my CBPR rookie experiences and discusses challenges in the CBPR process. By reflecting on my missteps, I offer critical insights and recommendations. Urban Planning researchers interested in applying the CBPR approach are recommended to commit to the “muddling through” process, seek institutional support, engage both government agencies and community advocates, and acquire long-range and flexible funding.

Staying Engaged While Staying Home?: Service-Learning, Writing, And Covid-19, Christopher Iverson

The SUNY Journal of the Scholarship of Engagement: JoSE

As an approach to writing instruction that has traditionally required students to engage in in-person community projects, service-learning has also traditionally involved risks. For example, students engaging in service-learning without proper support often do not approach community partners with the appropriate respect, and when university stakeholders fail to make clear what their side can offer in a partnership, they can leave community partners in the lurch when the semester ends and students finish their community-engaged coursework. These risks can be mitigated through education and reflection for instructors and students alike. The COVID-19 pandemic and ensuing social distancing orders, however, left …

Bridging A Gap Of Understanding: A Model Of Experiential Learning For Incarcerated Students And Non-Incarcerated Undergraduates, Dale Brown, Zoann K. Snyder

Journal of Prison Education and Reentry (2014-2023)

Service learning has evolved as a primary experience-based curriculum for undergraduate students. But much of what universities put forward as service learning is not a genuine engagement with community partners to help advance meaningful social change to address social problems. In this paper, we outline our preliminary attempt to do just that—what we call The Bridge Model. The discussion that follows occurs in the context of a semester-long project between undergraduate students at a Midwestern University (MU) and incarcerated participants from the university’s prison education program. First, we briefly situate the partnership in terms of its theoretical background in experiential …

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.

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.

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 …

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