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Articles 31 - 37 of 37
Full-Text Articles in Community-Based Learning
Experiences Of Former Participants In Teen Advocates For Sexual Health (Tash), Celeste Nicholas
Experiences Of Former Participants In Teen Advocates For Sexual Health (Tash), Celeste Nicholas
Dissertations
This qualitative study explores the experiences of former participants in a Planned Parenthood youth development and sex education program, Teen Advocates for Sexual Health (TASH). Phenomenologically-based interviews centered the question, “What did it mean to participate in TASH?” Chapter 1 introduces the study context and synthesizes foundational literature from the fields of sex education, public health, critical pedagogy, civic engagement, youth development, and youth organizing. Chapters 2-4 each contain complete manuscripts, representing three complementary analytic approaches to a common data set and inviting multiple audiences. Chapter 2 addresses sex educators in describing TASH’s “rights-based” sex education model. Research questions included: …
Enacting True Partnerships Within Community-Based Learning: Faculty And Community Partners Reflect On The Challenges Of Engagement, Seanna Kerrigan, Vicki L. Reitenauer, Nora Arevalo-Meier
Enacting True Partnerships Within Community-Based Learning: Faculty And Community Partners Reflect On The Challenges Of Engagement, Seanna Kerrigan, Vicki L. Reitenauer, Nora Arevalo-Meier
Public Administration Faculty Publications and Presentations
In the past two decades, the literature on campus-community partnerships as core components of pedagogies of engagement has grown exponentially. In this article, the director and a longtime faculty member of Portland State University’s capstone program report on interviews conducted with ten faculty-community partner pairs, gleaning insights on both the challenges of and lessons learned through partnering. This research adds to the literature through its use of relational methods that bring the voices of interviewees to readers, revealing a depth of connection across the institutional divide.
Online Community-Based Learning As The Practice Of Freedom: The Online Capstone Experience At Portland State University, Deborah Smith Arthur, Zapoura Newton-Calvert
Online Community-Based Learning As The Practice Of Freedom: The Online Capstone Experience At Portland State University, Deborah Smith Arthur, Zapoura Newton-Calvert
University Studies Faculty Publications and Presentations
Given the design of Portland State University’s (PSU) undergraduate curriculum culminating in a capstone experience, the dramatic growth in online courses and online enrollments required a re-thinking of the capstone model to ensure all students could participate in this effective learning model and have a powerful learning experience. In recent years, a number of capstone courses have been developed that are offered fully online. This article examines PSU’s development of and institutional support for community-based learning (CBL) capstone courses in a fully online format. Emerging best practices and lessons learned may be useful for other institutions seeking to integrate experiential …
Building Civic Participation Of Undergraduates: Umass Boston’S Civic Engagement Scholars Initiative (Cesi), Rajini Srikanth, Aminah Pilgrim, Office Of Faculty Development, University Of Massachusetts Boston, Office Of Community Partnerships, University Of Massachusetts Boston
Building Civic Participation Of Undergraduates: Umass Boston’S Civic Engagement Scholars Initiative (Cesi), Rajini Srikanth, Aminah Pilgrim, Office Of Faculty Development, University Of Massachusetts Boston, Office Of Community Partnerships, University Of Massachusetts Boston
Office of Community Partnerships Posters
The Civic Engagement Scholars Initiative (CESI) is a professional development program that supports faculty and community partners to effectively engage undergraduate students in service-learning and community-based research activities. CESI aims to reinforce classroom learning, foster civic habits and skills, and address community-identified needs.
Understanding Research Fatigue In The Context Of Community-University Relations, Elora Way
Understanding Research Fatigue In The Context Of Community-University Relations, Elora Way
Local Knowledge: Worcester Area Community-Based Research
Community research fatigue has been understudied within the context of community-university relationships and knowledge production. Community-based research (CBR), often occurring within a limited geography and population, increases the possibility that community members feel exhausted or over-whelmed by university research —particularly when they do not see tangible results from research activities. Prompted by informal stories of research fatigue from community members, a small graduate student team sought to understand the extent to which community members experienced research fatigue, and what factors contributed to or relieved feelings of research fatigue. In order to explore these dimensions of research fatigue, semi-structured, face-to-face interviews …
Pushing The Boundaries: What Youth Organizers At Boston's Hyde Square Task Force Have To Teach Us About Civic Engagement, Meredith L. Mira
Pushing The Boundaries: What Youth Organizers At Boston's Hyde Square Task Force Have To Teach Us About Civic Engagement, Meredith L. Mira
Democracy & Education
Across the United States, researchers and youth workers alike have identified an increasing number of civically engaged youth who are organizing to improve their communities and schools. By taking an action-oriented approach, these youth are speaking back to the notion that they are uninvolved in society. This interview-based study explores the meaning-making experiences of youth organizers at Boston’s Hyde Square Task Force (HSTF) to better understand how they engage. Findings suggest that HSTF is engaging two broad groups of youth by focusing on both their personal development and their sense of community awareness. The study introduces an organizing model of …
Pedagogical Catalysts Of Civic Competence: The Development Of A Critical Epistemological Model For Community-Based Learning, Stephanie Taylor Stokamer
Pedagogical Catalysts Of Civic Competence: The Development Of A Critical Epistemological Model For Community-Based Learning, Stephanie Taylor Stokamer
Dissertations and Theses
Civic competence is critical to the successful functioning of pluralistic democracies. Developing the knowledge, skills, and motivations for effective democratic participation is a national and global imperative that many higher education institutions have embraced through the teaching strategies of community-based learning and service-learning. Yet, scant research literature has focused on the relationship between pedagogical approaches and civic competence outcomes. This five-year longitudinal study of 11,000 students in 700 senior-level capstone courses at an urban research university empirically tested a new theoretically constructed model of civic competence development in order to identify epistemological and pedagogical elements that enhance civic competence. Eight …