Perceptions And Visions Of Community Engagement: A Pilot Study For Assessment Across The Institution,
2024
University of San Diego
Perceptions And Visions Of Community Engagement: A Pilot Study For Assessment Across The Institution, Sandra Sgoutas-Emch, Kevin Guerrieri, Colton C. Strawser
Journal of Community Engagement and Higher Education
Universities seek tools that provide a clear vision and expectations for community engagement at the institutional level. This study focused on the development of the Community Engagement Institutional Assessment (CEIA) rubric to evaluate four key criteria and its application in a pilot study of course-based community engagement. The results revealed a significant divergence between faculty perceptions and the vision projected in the rubric, which suggests the need for building a more collective understanding of and development opportunities in community engagement.
Sars 2 Covid-19 Pandemic And Its Effects On Service Learning And Community Engagement,
2024
Indiana State University
Sars 2 Covid-19 Pandemic And Its Effects On Service Learning And Community Engagement, Catherine S. Paterson
Journal of Community Engagement and Higher Education
This article reflects on SARS 2 COVID-19 Pandemic and its effects on service learning and community engagement.
Fusing Global Learning And Community-Based Learning,
2024
University of North Texas
Fusing Global Learning And Community-Based Learning, Kara A. Fulton, Diana Diaz
Journal of Community Engagement and Higher Education
The University of South Florida, a public research university, and the University Area Community Development Corporation Inc., a nonprofit organization, collaboratively developed a communitybased global learning experience for undergraduate students. We present the results of a study exploring the impact of the experience on students who participated across two semesters. Results suggest that student learning was enhanced across all intended student learning outcomes, though some outcomes were developed more than others.
From Reflection To Resumes: Alumni Perceptions Of A Multi-Term Public Service Program’S Connection To Career,
2024
University of North Carolina at Chapel Hill
From Reflection To Resumes: Alumni Perceptions Of A Multi-Term Public Service Program’S Connection To Career, Ryan Nilsen, Alanna Gillis, Bryant Hutson, Lynn Blanchard
Journal of Community Engagement and Higher Education
This paper explores how alumni of a multi-term public service program understand the connection between the program and their career development. Qualitative data were collected from 393 alumni based on six open-ended survey questions. While career and professional development is not an explicit goal of the program, a thematic analysis suggests that alumni perceived that the program connected to career reflection, boosted their resume, and guided them toward a public service career or specific jobs.
Social Theories And Service Learning: Towards Building An Integrated Service-Learning Sociological Framework,
2024
Development Studies Program, Ateneo de Manila University, Philippines
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.
Student Professional Competencies As Perceived By Community Service-Learning Partners,
2024
Utah Valley University
Student Professional Competencies As Perceived By Community Service-Learning Partners, Maureen Snow Andrade, Jonathan H. Westover
Journal of Community Engagement and Higher Education
Service learning is a high-impact practice that helps students develop professional competencies such as teamwork, communication, critical thinking, and problem solving. This study investigated community partners’ perceptions of students’ professional competencies and their impact. Findings indicate that professional competencies had a significant impact on partner perceptions of project quality and value, while the overall predictability of the model to examine partners’ perceived likelihood to work on future projects with students was low.
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.
