Elementary School-University Partnership: The Elementary Parent Leadership Academy,
2024
The University of Alabama
Elementary School-University Partnership: The Elementary Parent Leadership Academy, M. Blake Berryhill, Madalyn Riggins, Rosiana Gray
Journal of Community Engagement and Higher Education
School-family-community partnerships have been shown to increase student success and overall school climate. In order to support local schools and their students and families, The University of Alabama created the Elementary Parent Leadership Academy (EPLA), a training program that prepares elementary school parent leaders with the skills to strengthen school communities through supporting parent involvement. Quantitative and qualitative analyses of the 2014-2015 EPLA graduates found that the program increased parent school leadership behaviors and attitudes.
Evaluating Beyond The Ivory Tower: Lessons Learned From The Scholars Program,
2024
University of Minnesota Extension
Evaluating Beyond The Ivory Tower: Lessons Learned From The Scholars Program, Catherine M. Jordan, Scott Chazdon, Kristina Alviz
Journal of Community Engagement and Higher Education
The University of Minnesota Extension Scholars Program is a competency-based, multidisciplinary, cohort-based faculty development program offering a “Learning Circle” grounded in adult learning theory paired with funding for community-engaged research. It aims to build capacity for community-engaged scholarship, catalyze institutional support, and benefit community partners. This article reports on the program evaluation of the first Scholars Program cohort and offers recommendations for future programs, as well as insights regarding evaluation of higher education community engagement efforts.
Creating Culturally Relevant And Responsive Health Care Models,
2024
University of Minnesota
Creating Culturally Relevant And Responsive Health Care Models, Naomi N. Duke
Journal of Community Engagement and Higher Education
Western-based health models situate formalized education as a distinct driver of outcomes, including health and well-being. This study, conducted as part of the Community-engaged Scholars Program, interviewed elders and practitioners in cultural communities about relationships between cultural ways of knowing and health to inform Western-based models of health service delivery. While years of schooling may translate into practical means for obtaining goods and services, cultural knowledge frames provide a foundation for addressing the complexities of health.
Addressing Health And Education Disparities In Low‐Income Families With Young Children: Lessons Learned As A Community Engaged Scholar,
2024
St. Catherine University
Addressing Health And Education Disparities In Low‐Income Families With Young Children: Lessons Learned As A Community Engaged Scholar, Mary O. Hearst
Journal of Community Engagement and Higher Education
Health and education disparities persist in low-income communities. This project, part of University of Minnesota Extension’s Community-engaged Scholars Program, aimed to identify common root causes of health and education disparities as part of a school readiness intervention for low-income, multiethnic children. In this paper I describe my growth as a communityengaged scholar attempting to understand the role of community voice in documenting the complex, interrelated nature of early childhood and lifelong well-being.
Community Context And Connections In The Development Of A Parenting Support Curriculum For Low‐Income African‐American Families,
2024
University of Minnesota
Community Context And Connections In The Development Of A Parenting Support Curriculum For Low‐Income African‐American Families, Lauren Martin
Journal of Community Engagement and Higher Education
Grounded in my participation in the University of Minnesota Community-engaged Scholars Program, this article presents a case study of community-based ethnographic and participantobservation methods used to embed local context into the foundation of a parent education and empowerment approach to address the achievement gap by race, poverty, and place in one neighborhood in Minneapolis, Minnesota. The case study demonstrates how context-specific wisdom and expertise of parents and community members is a critical foundation for tailoring appropriate research-based curricular components.
Community‐Based Participatory Research On Urban Parks And Health Dispariɵes: Perspecɵves From An Urban Planning Researcher,
2024
University of Minnesota
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.
The Scholars Program Learning Circle: An Example Of Capacity Building In The Academy For Engaged Team Science,
2024
University of Minnesota
The Scholars Program Learning Circle: An Example Of Capacity Building In The Academy For Engaged Team Science, Lauren Martin, Yingling Fan, Naomi Duke, Mary O. Hearst, Cathy Jordan
Journal of Community Engagement and Higher Education
We describe the professional development component, or Learning Circle, of the Communityengaged Scholars Program, a multidisciplinary, cohort-based program intended to build scholars’ capacity for community-engaged scholarship. We explore the Learning Circle in the context of “team science.” We argue that the Learning Circle pedagogy is a right fit for promoting, not just engaged research, but also engaged team science, within the academy.
The Community‐Engaged Scholars Program: Designing A Professional Development Program To Enhance Individual Capacity, Community Benefit, And Institutional Support,
2024
University of Minnesota Extension
The Community‐Engaged Scholars Program: Designing A Professional Development Program To Enhance Individual Capacity, Community Benefit, And Institutional Support, Catherine M. Jordan
Journal of Community Engagement and Higher Education
The University of Minnesota Extension’s Community-engaged Scholars Program is a competency- based, multidisciplinary, cohort-based faculty development program offering a “Learning Circle” grounded in adult learning theory paired with funding for community-engaged research. It aims to build capacity for community-engaged scholarship, catalyze institutional support, and benefit community partners. This special issue introduction describes the theoretical underpinnings, development, and implementation of the program and provides context for papers that follow describing the Learning Circle, participating scholars’ insights, and evaluation results.
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.
Gps Accuracy Of Smartphones For Crowdsourcing Research,
2024
California Polytechnic State University, San Luis Obispo
Gps Accuracy Of Smartphones For Crowdsourcing Research, Derron L. Dike
Master of Science in Environmental Sciences and Management Projects
ABSTRACT GPS Accuracy of Smartphones for Crowdsourcing Research Derron Dike Utilizing crowdsourcing with smartphones as a method for field data collection can contribute an array of data for scientific studies and land management applications. This study used crowdsourcing to examine smartphone built-in GPS performance for providing location-specific information with potential forestry applications. The usability of smartphones for GPS data collection in forestry studies or other practical applications is dependent on the level of accuracy required for those applications. A Smartphone Accuracy Trial was designed to test the GPS accuracy performance of current smartphones. Participants used the ArcGIS Field Maps application …
Climate And Extreme Weather Event Impacts On Administrators, Direct Care Staff, And Residents In Oregon Assisted Living, Residential Care, And Memory Care Communities, 2024,
2024
Portland State University
Climate And Extreme Weather Event Impacts On Administrators, Direct Care Staff, And Residents In Oregon Assisted Living, Residential Care, And Memory Care Communities, 2024, Dani Himes, Jacklyn Kohon, Madeline Fox, Laura Rodriguez, Sarah Dys, Diana Jacoby, Paula Carder
Institute on Aging Publications
This brief report on AL/RC staff and resident experiences with climate events highlights the voices of AL/RC direct care staff, former direct care staff, residents, administrators, and management representatives to promote well-being in these care settings. This study can inform Oregon’s efforts to support long-term care workforce readiness for future climate emergencies and inform future quantitative data collection on AL/RC and other long-term care workers, including those employed in home health agencies, nursing facilities, and adult foster homes.
Table Of Contents,
2024
Clemson University
Curbing The Campus Mental Health Crisis: The Role Of Extracurricular Activity Participation,
2024
Concordia University
Curbing The Campus Mental Health Crisis: The Role Of Extracurricular Activity Participation, Rosanne Villemaire-Krajden, Erin Barker
Journal of Youth Development
Rates of distress on post-secondary campuses are alarmingly high, calling for a shift towards learning environments that better address emerging adults’ holistic needs. This cross-sectional, mixed-method study examines the role that extracurricular activity participation can play in such approaches. Online survey data was collected from 302 undergraduate students (Mage = 21.3) to assess extracurricular activity participation prior to and during their university attendance, across quantitative indicators (i.e., type and number of activities). Students’ qualitative accounts of the influence of their extracurricular activity participation on their development and wellbeing was examined using thematic analysis. Results indicate that rates of …
Volunteer Training, Tenure, And Facilitation Of Essential Elements In 4-H: Examining Conditions That Promote Positive Youth Development Practices,
2024
University of Florida
Volunteer Training, Tenure, And Facilitation Of Essential Elements In 4-H: Examining Conditions That Promote Positive Youth Development Practices, Kimber Sarver, Kate Fogarty, Tracy Johns, Sarah Thomas Hensley, Dale W. Pracht
Journal of Youth Development
The 4-H program relies on trained volunteers to facilitate youths’ acquisition of life skills in relevant subject matter areas (STEM, Healthy Living). A large part of the 4-H professionals’ objective is to undergird their volunteers in program delivery. The content of volunteers’ training emphasizes the 4 essential elements for youth development programming, namely: 1. Creating an atmosphere of belonging for diverse youth; 2. Promoting generosity through service to their families and communities; 3. Supporting youth mastery of globally applicable life skills and specific skills within subject matter areas of expertise; and 4. Facilitating youths’ sense of independence by self-selecting topics …
Impact Of Organized Activity Participation On Emotional Distress For Adolescents With Disabilities,
2024
University of Minnesota - Twin Cities
Impact Of Organized Activity Participation On Emotional Distress For Adolescents With Disabilities, Adam Langenfeld, Rebekah Hudock, Rebecca J. Dosch Brown, Marla Eisenberg
Journal of Youth Development
Adolescents who have been diagnosed with disabilities constitute a significant portion of the school population in the United States. For example, the National Survey of Children’s Health identified one in four children ages 12 to 17 as having special healthcare needs in 2019 (Data Resource Center for Child and Adolescent Health, n.d.). These adolescents are often diagnosed with a wide range of conditions, ranging from specific learning difficulties to more global delays across developmental domains. In the school setting, adolescents with disabilities often have an individualized educational program (IEP). Mandated by the Individuals with Disabilities Educational Act (IDEA) of 2004, …
