Unfurling Your Community-Engaged Work Into Multiple Scholarly Products,
2024
Michigan State University
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.
Hungry Heartland: A Multidisciplinary, Multimedia, Service-Learning Class Project Han Yu, Tom Hallaq, And Shreepad Joglekar Kansas State University,
2024
Kansas State University
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.
Building Social Capital Through Community-Based Service-Learning In Teacher Education,
2024
Missouri State University
Building Social Capital Through Community-Based Service-Learning In Teacher Education, Alan Tinkler, Barri Tinkler
Journal of Community Engagement and Higher Education
preservice teachers, community partnerships, participatory process, reciprocal learning, pedagogical practices
A Comparative Case Study Of Alumni Of Two Multi-Term Civic Learning Programs,
2024
University of North Carolina at Chapel Hill
A Comparative Case Study Of Alumni Of Two Multi-Term Civic Learning Programs, Ryan Brent Nilsen, Bryant Hutson, Lynn Blanchard, Monica Siems, Laurel Hirt, Tania Mitchell
Journal of Community Engagement and Higher Education
This paper presents a comparative case study of the alumni of two multi-term civic learning programs that combine academic service-learning with a series of other student experiences such as the creation of online portfolios and capstone experiences over at least four semesters of an undergraduate education. Findings of this study suggest that alumni perceive substantial impact on their civic and professional experiences after graduation because of their participation in such programs while undergraduates.
Voices Of Partnerships Within The Critical Service-Learning Framework,
2024
Ball State University
Voices Of Partnerships Within The Critical Service-Learning Framework, Kiesha Warren-Gordon, Ken Hudson, Frank Scott
Journal of Community Engagement and Higher Education
Over the course of the past three decades, service learning has become a major component in higher education. Heretofore, however, there has been limited published research that focuses on the community partner or that assesses the role of the community partner within the community-servicelearning (CSL) model. This paper fills that gap by focusing on the community partner relationship as delineated by Mitchell (2008), the community partner’s position in CSL, and the authentic relationships between the community partner, class, and instructor. Specifically, we address the following question: How do community partners articulate their voices within the CSL framework? This paper argues …
Cultivating A Civic Mindset: Assessing Public Relations Student Perceptions Of Service Learning And Community Involvement Beyond The Course,
2024
Columbus State University
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.
Educating For Social Justice Through Activist-Oriented Sites,
2024
University of Minnesota, Twin Cities
Educating For Social Justice Through Activist-Oriented Sites, Colleen Rost-Banik
Journal of Community Engagement and Higher Education
This study combines critical service learning (Mitchell, 2008) and antioppressive pedagogies (Kumashiro, 2002) to highlight the importance of using community sites aimed toward transformational social change. How sites are structured and how students are positioned influence what students learn from the experience. Using ethnographic methods, I analyze experiences of college service learners working with a labor union to illustrate how activist-oriented organizations are fundamental to providing critical spaces of learning and social change.
Minding The Gap: Negotiating Social Distance Across Service-Learning Experiences,
2024
Department of Public and Community Service Studies
Minding The Gap: Negotiating Social Distance Across Service-Learning Experiences, Kendra R. Brewster, Melanie A. Fricchione, Melanie A. Fricchione, Phoebee Jean
Journal of Community Engagement and Higher Education
The qualitative analysis of the experiences of a small study of 23 service learners indicated that individuals negotiate social distance as they: (1) ascribe agency in action and affect to themselves and others; (2) consider whether they belong on-site and connect with others; and, (3) grapple with the structural inequalities that shape social life. In discussing the multiple dimensions of social distance, this analysis ends with questions that critical service learning practices and pedagogies can address.
Finding Common (Moral) Ground In Critical Service Learning: Promoting Balance And Civil Discourse Through Moral Foundations Theory,
2024
Texas A&M University-Central Texas
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 Identity Development In A Critical Service-Learning Context: A Critique Of The Civic-Minded Graduate Rubric 2.0,
2024
Seattle University
Civic Identity Development In A Critical Service-Learning Context: A Critique Of The Civic-Minded Graduate Rubric 2.0, Audrey Hudgins
Journal of Community Engagement and Higher Education
Critical service-learning (CSL) enhances community-engaged service-learning and civic identity development, but are CSL principles congruent with assessments guided by the Civic- Minded Graduate Rubric 2.0? Using a CSL lens, I critique the rubric, noting areas of progress and recommendations to enhance its treatment of identity, power, and privilege. I suggest extending this work to foundational and emerging service-learning theories, pedagogies, and evaluation methodologies to fulfill the promise of social-justice-oriented civic learning.
Civic Engagement Through Asian American And Pacific Islander Studies: Cultivating Capacity For Social Justice Through Critical Service Learning,
2024
California State University, Fullerton
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.
Institutional Type, Organizational Pathways, And Student Engagement: Deepening Student Engagement And The Benefit-Use Paradox In Formal Engagement Space,
2024
Brown University
Institutional Type, Organizational Pathways, And Student Engagement: Deepening Student Engagement And The Benefit-Use Paradox In Formal Engagement Space, Prabhdeep Singh Kehal, Cadence Willse
Journal of Community Engagement and Higher Education
We explore how institutional types relate to individual students’ depth and breadth of engagement, and the degree to which organizational pathways can increase the presence of marginalized students in formal engagement structures. Institutional type and organizational pathways increase student engagement, particularly for marginalized students; however, students who participate at high levels are majority white and middle class. This illuminates how institutional type and organizational pathways operate jointly, and not as substitutes.
Spatializing Community-Based Learning: How A Critical Geography Framework Can Foster Understandings Of Structural Inequality And Egalitarian Relationships,
2024
Swarthmore College
Spatializing Community-Based Learning: How A Critical Geography Framework Can Foster Understandings Of Structural Inequality And Egalitarian Relationships, Roseann Liu, Sarah Fischmann, Ashley Hong, Kathleen Melville
Journal of Community Engagement and Higher Education
Critical service learning is an approach that works toward social transformation and egalitarian partnerships. However, the ways in which space facilitates or undermines this approach has been largely unexplored. Drawing on a case study from an urban education course, we argue that a critical geography framework can develop students’ understandings of structural inequalities and nurture egalitarian relationships between partners.
When “Doing With” Can Be Without: Employing Critical Service-Learning Strategies In Creating The “New Orleans Black Worker Organizing History” Digital Timeline,
2024
University of Maryland, Baltimore County
When “Doing With” Can Be Without: Employing Critical Service-Learning Strategies In Creating The “New Orleans Black Worker Organizing History” Digital Timeline, Sarah Fouts
Journal of Community Engagement and Higher Education
Analyzing the development of the “New Orleans Black Worker Organizing History” digital humanities timeline, this case study addresses the inevitability of transient partnerships between students and community members, while pushing back on the notion of “authentic relationships” in service learning. Embracing the ephemerality of service-learning projects, I focus more on intentional strategies that can lead to transformative learning experiences and help to create a more even playing field in knowledge production. I link critical service learning with feminist pedagogy to offer collaborative strategies that better leverage resources to bridge campus and community.
From Critical Community Service To Critical Service Learning
And The Futures We Must (Still) Imagine,
2024
University of Minnesota
From Critical Community Service To Critical Service Learning And The Futures We Must (Still) Imagine, Tania D. Mitchell, Mark Latta
Journal of Community Engagement and Higher Education
This reflection offers an introduction of a survey of the theories, practices, and critiques of critical service learning. In doing so, the authors connect the historical lineage of community engagement to current and future practices of critical service learning as well as the need to continually imagine new and as yet unthought possibilities.
Focused Engagement: Lessons Learned From A Study Assessing Campus Climates For Political Learning And Engagement In Democracy,
2024
University of Nebraska Omaha
Focused Engagement: Lessons Learned From A Study Assessing Campus Climates For Political Learning And Engagement In Democracy, Jodi Benenson, Barbara Pickering, Andrea M. Weare, Anthony M. Starke
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.
Civic-University Synergy: Addressing Fair Housing
Through Engaged Community Programming,
2024
University of California, Davis
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.
Leadership Opportunities In Service-Learning: A Pilot Study In A Homeland Security Classroom,
2024
Stockton University
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 In Physical Therapy Professional Education: Student Reflections Of The Special Olympics Funfitness Program,
2024
Indiana State University
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.
Service-Learning And Civic Attitudes: A Mixed Methods Approach To Civic Engagement In The First Year Of College,
2024
Oklahoma State University
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.
