This Is Why We Do It: Faculty Motivations For Embracing Community-Engaged Pedagogy,
2025
Sam Houston State University
This Is Why We Do It: Faculty Motivations For Embracing Community-Engaged Pedagogy, Magdalena Denham, Lee M. Miller, Joyce K. Mccauley, Danica Schieber, Taylor L. Morrison, Chuck Drumm
Journal of Community Engagement and Higher Education
Institutions of higher education are increasingly highlighting community engagement activities to make the benefits of higher education more visible. The most transformational community engagement is linked to curriculum, so it is faculty who must incorporate community-engaged pedagogy. This content analysis of faculty narratives about community engagement reveals motivations for faculty to engage in this work. These findings connect to social capital theory and suggest a new direction for faculty development efforts to promote community engagement.
The Role Of Cultural Brokers In Community-Based Research,
2025
University of North Carolina at Greensboro
The Role Of Cultural Brokers In Community-Based Research, Rachel Boit, Joy Birabwa, Dhoha Altaki, Savannah Bayer, Michele Kamau, Linda Hestenes
Journal of Community Engagement and Higher Education
Cultural brokers play a critical role of helping researchers navigate cultural and language barriers to gain insight into communities. This paper focuses on one cultural broker who helped facilitate community-based research among the refugee community. Her professionalism, expertise and knowledge of the community made her a valuable resource for both the researchers and the community. This work acknowledges the position of power and privilege that cultural brokers hold in community research.
Town And Gown: Engagement And Collaboration Between Local Municipalities And Institutions Of Higher Education,
2025
California State University, East Bay
Town And Gown: Engagement And Collaboration Between Local Municipalities And Institutions Of Higher Education, Vivian González Cueto
Journal of Community Engagement and Higher Education
The role of the local government within the context of engagement and collaboration with universities has largely been understudied. Employing a cross-sectional design, this study of 67 universities and 78 municipalities from 29 states examines how collaborative capacity impacts university and local government perceptions of engagement and collaboration with each other. The findings indicate that local government trust is the primary catalyst for both engagement and collaboration between the parties.
Community Engagement In Music Therapy: Reflections From The Field,
2025
Colorado State University
Community Engagement In Music Therapy: Reflections From The Field, Jess Rushing, Denise M. Cumberland
Journal of Community Engagement and Higher Education
This paper reflects on a music therapy community engagement project that incorporates clinical training, service learning, and community music therapy. Two faculty members and a practicum student in a Midwestern university engaged community members connected to Parkinson’s disease to create a music-based program. We offer a conceptual framework that connects approaches situated within community music therapy (CoMT) qualities and community-based participatory research (CBPR) principles. We share project processes, findings, and recommendations, emphasizing all as equal stakeholders.
Positively Impacting Traffic Safety Culture For Indigenous Youth: A Heritage-Focused Approach,
2025
Eastern Washington University
Positively Impacting Traffic Safety Culture For Indigenous Youth: A Heritage-Focused Approach, Jacob Steven Pehrson, Ahmed Abdel-Rahim, Logan Prescott
Journal of Community Engagement and Higher Education
This paper presents the development of heritage-focused outreach materials with the objectives of positively impacting traffic safety culture for Indigenous youth to reduce the number and severity of traffic crashes impacting these communities. The approach presented in this paper includes involving local community leaders in traffic safety education and incorporating culturally based material in outreach education. This could empower Tribal communities to preserve their cultural identities while acquiring the expertise needed to promote traffic safety.
Service Learning As A Mode To Deliver Course Learning Outcomes In A Research-Based Exercise Science College Course,
2025
Northern Kentucky University
Service Learning As A Mode To Deliver Course Learning Outcomes In A Research-Based Exercise Science College Course, Jennifer Lape Kaiser, Madison Skaggs
Journal of Community Engagement and Higher Education
The following case study presents an approach to teaching research courses in undergraduate exercise science programs. Research courses are commonly required in the curriculum for this degree. Service learning (SL) is an effective way to promote student learning outcomes (SLOs) by providing hands-on experience for the students, and should be considered in exercise science research courses. Quantitative and qualitative survey results from students over two semesters of SL in an exercise science course are presented.
A Father-Friendliness Survey: How Do Community Organizations Report Engaging Fathers?,
2025
Illinois State University
A Father-Friendliness Survey: How Do Community Organizations Report Engaging Fathers?, Kyle Miller, Jordan A. Arellanes
Journal of Community Engagement and Higher Education
This community-based project explored levels of father-friendliness across local organizations, agencies, and schools. A community coalition of individuals from diverse backgrounds and roles created a community survey to gather quantitative and qualitative information from individuals who worked with children or families. An analysis of survey responses (N=122) led to descriptive and thematic results of how the community served or marginalized fathers. Results were used to guide efforts in father engagement across various professional sectors.
Stepping Up, Keeping On Track, And Pulling Your Own Weight: Collaborative Arts-Based Service-Learning Metaphors,
2025
Ball State University
Stepping Up, Keeping On Track, And Pulling Your Own Weight: Collaborative Arts-Based Service-Learning Metaphors, Marcy Meyer
Journal of Community Engagement and Higher Education
In this study, the author explores metaphors related to students’ experiences conducting collaborative arts-based ethnographic research in a U.S. nonprofit organization. A metaphor analysis of 25 students’ essays revealed they were most likely to frame their experiences with arts-based service learning as a journey or a sports contest. The author examines the extent to which students’ metaphors legitimize or delegitimize arts-based service learning, as well as the degree of novelty that characterizes these metaphors. She explores the implications of her findings for teaching and promoting arts-based service learning in the academy.
Incorporating Community-Engaged Pedagogy In Online Classes: Benefits, Challenges, And Strong Practices,
2025
Indiana University East
Incorporating Community-Engaged Pedagogy In Online Classes: Benefits, Challenges, And Strong Practices, Emmy Price, Margaret Thomas-Evans
Journal of Community Engagement and Higher Education
Community-engagement in virtual classrooms comes with unique benefits and challenges. Between 2018-2021, technical writing e-service-learning students from Indiana University East (Richmond, Indiana) raised a total of $149,239 through grant writing projects. This e-servicelearning project gave students real-world experiences and opportunity to connect with local organizations, prompting one student to choose grant writing as a career. Many students were able to successfully obtain funding for their chosen nonprofits, giving students a sense of social responsibility.
Exploring The Impact Of A Literacy-Based Service-Learning
Project On Pre-Service Teachers,
2025
University of Texas Permian Basin
Exploring The Impact Of A Literacy-Based Service-Learning Project On Pre-Service Teachers, Shelly J. Landreth, Tara Wilson
Journal of Community Engagement and Higher Education
In this study, we describe a teacher educator’s first experience implementing a service-learning project in a children’s literature course in which pre-service teachers helped provide read-alouds for the local public library’s summer reading program. We sought to examine the impact the project had on the seven participants. Data was collected through reflective journals and an end-of-course debrief. Four themes were identified in the data: Initial Feelings, Preparation and Planning, Lessons Learned, and Barriers and Challenges.
Interprofessional Collaboration To Address Social Isolation
And Facilitate Intergenerational Service Learning Within Graduate
Education,
2025
West Chester University of Pennsylvania
Interprofessional Collaboration To Address Social Isolation And Facilitate Intergenerational Service Learning Within Graduate Education, Angela Lavery, Erin Knight, Stephanie Cole, Stacie Metz
Journal of Community Engagement and Higher Education
This article presents an interdisciplinary collaboration to address the needs of older adults at risk of social isolation exacerbated by the COVID-19 pandemic. An intergenerational service-learning program developed by the Pennsylvania Department of Aging was offered to several universities across the state of Pennsylvania. The authors share their experience and lessons learned from pairing older adults with graduate students studying in the fields of Gerontology, Public Health, and Social Work.
Community-Engaged Learning In Liberal Arts Colleges: Developing Engaged Citizens,
2025
Albion College
Community-Engaged Learning In Liberal Arts Colleges: Developing Engaged Citizens, Vicki L. Baker, Carrie Booth Walling
Journal of Community Engagement and Higher Education
Employing an institutional case study approach, this manuscript features two high-impact learning opportunities open to Albion College students who seek to contribute to solving real-world problems in collaboration with local and surrounding communities: Albion College Community Collaborative (AC3) and Human Rights Lab. The programmatic approach to community-engaged partnerships featured sought to elevate local knowledge, promote engaged citizenship, and advance social, political, and economic change. We describe each program followed by lessons learned and critical considerations to advance the field and to inform the work of others seeking to employ a programmatic approach.
Alternative Spring Break: Engagement In A Rural, Low-Income Community,
2025
The Ohio State University
Alternative Spring Break: Engagement In A Rural, Low-Income Community, Travis West
Journal of Community Engagement and Higher Education
Community engagement programs offer college students an opportunity to impact youth in rural, low-income communities. While in a rural setting where educational training and support is not abundant, college students learn about struggles that rural, low-income youth face in exploring and attending postsecondary education options. The Alternative Spring Break (ASB) program in Vinton County impacts over 1,000 youth each year by increasing their awareness to education opportunities beyond high school. ASB college students are provided classroom instruction time to deliver content and real-life experiences to Vinton County youth.
Book Review: Transformative Critical Service-Learning: Theory And Practice For Engaging Community College And University Learners In Building An Activist Mindset By Heather Coffey And Lucy Arnold (2022),
2025
Marian University
Book Review: Transformative Critical Service-Learning: Theory And Practice For Engaging Community College And University Learners In Building An Activist Mindset By Heather Coffey And Lucy Arnold (2022), Mark Latta
Journal of Community Engagement and Higher Education
No abstract provided.
Voices Of Black Leadership: Town-Gown Relationships And The Black Community,
2025
University of Houston
Voices Of Black Leadership: Town-Gown Relationships And The Black Community, Dave A. Louis, Kenzalia Bryant-Scott, Teranda J. Donatto
Journal of Community Engagement and Higher Education
This study explores the perspectives of 27 Black community leaders from Black communities in the United States about town-gown relationships in their communities. Utilizing the responses of the participants, a basic thematic analysis was conducted, and participants’ findings discussed. Emergent themes included issues of mistrust, division, desire for community improvement, and the positive relationships with Black colleges and universities. The researchers offer suggestions to university administrators, community engagement coordinators, and institutions about their approach to create meaningful and collaborative partnerships with Black communities.
Community Members’ Perspectives On A Community-Engaged Process For Supporting Vibrant Greenspaces In Detroit,
2025
Michigan State University
Community Members’ Perspectives On A Community-Engaged Process For Supporting Vibrant Greenspaces In Detroit, Alysha D. Matthews, Guilherme Hebling Costa, Karl Erickson, Karin A. Pfeiffer, Amber L. Pearson, Benjamin V. Dougherty
Journal of Community Engagement and Higher Education
Greenspaces provide several well-being (Dinnie et al., 2013) and psychosocial benefits (Addy et al., 2004). Community-engaged research affords community partners a voice in the project (Cushman et al., 2004). This study assessed Detroit community members’ perceived benefits of and suggestions for engaging with the community to support greenspaces. Through qualitative analysis, a three-step process for community-engaged planning was revealed. Findings highlight strategies that involve community members in this process to enhance community engagement and well-being.
Conversations In Isolation: A Mixed-Methods, Multi-Perspective Evaluation Of Extreme Electronic Service Learning During Covid-19,
2025
Montclair State University
Conversations In Isolation: A Mixed-Methods, Multi-Perspective Evaluation Of Extreme Electronic Service Learning During Covid-19, Lauren M. Dinour, Jennifer Y. Daclan
Journal of Community Engagement and Higher Education
Due to physical proximity constraints imposed by COVID-19, extreme electronic service learning (e-service-learning)—instruction and service offered completely online—allowed for the safe continuation of service-learning experiences. Using a combination of surveys and an autoethnographic approach, this study describes findings of an intergenerational extreme e-service-learning project from four perspectives: students, assisted living facility residents, community partner, and course instructor. Positive impacts were noted on personal, social, and learning contexts among each of the four perspectives.
The Heritage Conversation Partners Project: Virtual Cultural Heritage Exchange In An Anthropology Course,
2025
University of Northern Colorado
The Heritage Conversation Partners Project: Virtual Cultural Heritage Exchange In An Anthropology Course, Michael J. Kimball, Karin L. Bates, Miranda Bermudez, Liner Emilce Solarte Chourio, Amanda Consol
Journal of Community Engagement and Higher Education
We describe the structure, benefits, and challenges associated with a virtual cultural heritage exchange (VCHE) between undergraduate students in an applied anthropology class and a group of English language learners (ELL). Using qualitative data collection and analysis methods, the project aimed to teach anthropological methods and perspectives to the students while investigating three research questions: Will a VCHE (1) build social bonds and bridges, (2) improve English language acquisition, and (3) raise “heritage consciousness” (awareness and appreciation of, along with an associated sense of agency toward, cultural heritage) among participants? Results support the research questions and show the effectiveness of …
A New Approach To Self-Assessment Of Community Engagement: A Case Study Of Technological University Dublin,
2025
Technological University Dublin
A New Approach To Self-Assessment Of Community Engagement: A Case Study Of Technological University Dublin, Emma O'Brien, Martina Brophy, Thomas M. Cooney
Journal of Community Engagement and Higher Education
Building upon existing international tools, the TEFCE (Towards a European Framework for Community Engagement of Higher Education) Toolbox for community engagement represents an innovative, robust, and holistic framework to support universities in reflecting upon their community engagement. Through a case study approach, this paper highlights the piloting of the TEFCE Toolbox at Technological University Dublin (TU Dublin), Ireland. Through an inclusive and participatory methodology, the process facilitated the recognition of community engagement achievements and the identification of potential areas for improvement.
Nh Ece 2025 Data Snapshot Infographic,
2025
University of New Hampshire, Durham
Nh Ece 2025 Data Snapshot Infographic, Harshita Sarup, Jess Carson, Tyrus Parker
New Hampshire Early Care and Education Research Consortium
The NH ECE 2025 Data Snapshot infographic provides easy access to data describing and explaining the early care and education landscape in New Hampshire. Learn about Granite Staters' need for child care, the high prices that families face, the low wages earned by child care workers, and the high operating costs of care. The infographic also offers a policy snapshot featuring the reach of the NH Child Care Scholarship Program.
