BUILDING COMMUNITY ENGAGEMENT AND PUBLIC SCHOLARSHIP INTO THE UNIVERSITY

2013 ◽  
Vol 37 (1) ◽  
pp. 72-89 ◽  
Author(s):  
Linda Whiteford ◽  
Elizabeth Strom
Keyword(s):  
Community Engagement ◽  
Public Scholarship ◽  
Building Community ◽  
The University

Engaging Student Mothers Creatively: Animated Stories of Navigating University, Inner City, and Home Worlds

2017 ◽  
Vol 2 (2) ◽  
pp. 103-114
Author(s):  
Lise Kouri ◽  
Tania Guertin ◽  
Angel Shingoose
Keyword(s):  
Inner City ◽  
Community Engagement ◽  
Lived Experience ◽  
Graphic Narrative ◽  
Student Mothers ◽  
Education Outcomes ◽  
The Social ◽  
And Gender ◽  
The University ◽  
Animated Graphic

The article discusses a collaborative project undertaken in Saskatoon by Community Engagement and Outreach office at the University of Saskatchewan in partnership with undergraduate student mothers with lived experience of poverty. The results of the project were presented as an animated graphic narrative that seeks to make space for an under-represented student subpopulation, tracing strategies of survival among university, inner city and home worlds. The innovative animation format is intended to share with all citizens how community supports can be used to claim fairer health and education outcomes within system forces at play in society. This article discusses the project process, including the background stories of the students. The entire project, based at the University of Saskatchewan, Community Engagement and Outreach office at Station 20 West, in Saskatoon’s inner city, explores complex intersections of racialization, poverty and gender for the purpose of cultivating empathy and deeper understanding within the university to better support inner city students. amplifying community voices and emphasizing the social determinants of health in Saskatoon through animated stories.

The CTSA Mandate: Are We There Yet?

2010 ◽  
Vol 24 (1) ◽  
pp. 64-73 ◽  
Author(s):  
Carolyn M. Sampselle ◽  
Kenneth J. Pienta ◽  
Dorene S. Markel
Keyword(s):  
Community Engagement ◽  
Health Care Providers ◽  
National Institutes Of Health ◽  
Health Priorities ◽  
University Of Michigan ◽  
Care Providers ◽  
Front Line ◽  
The University ◽  
Bidirectional Flow ◽  
Flow Of Information

The ultimate aim of the National Institutes of Health Clinical and Translational Science Award (CTSA) initiative is to accelerate the movement of discoveries that can benefit human health into widespread public use. To accomplish this translational mandate, the contributions of multiple disciplines, such as dentistry, nursing, pharmacy, public health, biostatistics, epidemiology, and bioengineering, are required in addition to medicine. The research community is also mandated to establish new partnerships with organized patient communities and front line health care providers to assure the bidirectional flow of information in order that health priorities experienced by the community inform the research agenda. This article summarizes current clinical research directives, the experience of the University of Michigan faculty during the first 2 years of CTSA support, and recommendations to enhance the effectiveness of future CTSA as well as other interdisciplinary initiatives. While the manuscript focuses most closely on the CTSA Community Engagement mission, the challenges to interdisciplinarity and bidirectionality extend beyond the focus of community engagement.

scholarly journals Emergent model for community engagement: Developing courses and programs

2020 ◽  
Vol 4 (1) ◽  
pp. 80-95
Author(s):  
Barbara S. Spector ◽  
Cyndy Leard
Keyword(s):  
Community Engagement ◽  
Qualitative Evaluation ◽  
Evaluation Study ◽  
Informal Science Education ◽  
South Florida ◽  
Target Audience ◽  
Informal Science ◽  
Engaged Scholarship ◽  
Stakeholder Groups ◽  
The University

This retrospective emergent design qualitative evaluation study documents the development of a unique model for community engagement and engaged scholarship in higher education. The primary novel aspect of the model is participatory involvement of both the target audience for the program and representatives of various stakeholder groups who initiated, conceptualized, tested, assessed, and evaluated the courses and program with the professor. Members of the target audience and stakeholder groups also recruited participants, contributed to refining the courses and program to meet the needs of the stakeholder groups, and contributed to redesigning courses for online learning. The model emerged while developing and evaluating the Informal Science Institutions Environmental Education Graduate Certificate Program (ISI Program) at the University of South Florida. Garnering the resources of a previously untapped audience, the informal science education (ISE) community, presented the university with a way to increase enrollment. Also reported are sample benefits accrued to learners in the program, to the ISI community, to the community at large, and additional benefits to the University.

scholarly journals People Empowerment: An Approach towards Indigenous Early Childhood Curriculum

2017 ◽  
Vol 1 (1) ◽  
pp. 96
Author(s):  
Geraldine D. Villaluz, RSCJ
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Community Engagement ◽  
Day Care ◽  
School Of Education ◽  
Childhood Education ◽  
Day Care Teachers ◽  
The University ◽  
San Carlos ◽  
University Of San Carlos

This paper is aimed at presenting an implemented community engagement of the University of San Carlos School of Education with the communities of Agusan del Sur, Philipines, in close partnership with the Justice Peace and Integrity of Creation-IDC, (JPIC-IDC) Incorporated of Agusan del Sur as a response to a felt need in the early childhood education program of the province. In 2004, JPIC pooled together concerted resources from provincial and local government units, non-government organization and academe to create and develop a cul-ture-based curriculum guide for early childhood education that is appropriate and responsive to the needs of indigenous groups in Agusan del Sur, Southern Philippines. To address these needs, an ethnographic commu-nity engagement framework was utilized and initiated by JPIC-IDC team and the University Of San Carlos School Of Education. The community engagement framework facilitated the partnership of Agusan del Sur government leaders, a non-government organization in Germany, community cultural masters, Day Care Teachers and the University of San Carlos School of Education to create a developmentally appropriate and culture-based cur-riculum for Day Care with a supporting handbook for mother-teachers in early childhood education. As a result of this framework, children drop-out decreased from 80% to 10% while parent-community involvement in-creased from 30% to 90% in 2009 (JPIC-IDC, 2007). Ongoing teacher trainings and community orientations on the culture-based curriculum have been extended to 42 additional communities in 2012-2018 from 35 com-munities in 2007 upon request from the provincial governor. Two editions of a culture-based handbook have been published and a third edition is currently prepared for District 2 communities with guided participation by Day Care teachers as co-authors. This community engagement framework, initiated by the Justice Peace and Integrity of Creation of Agusan del Sur Philippines involving all stakeholders from the provincial leaders to the recipients of early childhood education, serves as a model to community extension service programs (CES) of schools and universities as well as to curriculum practitioners and administrators. Three principles involved in this particular community engagement concretely demonstrate that program sustainability is a product of partnership, sensitivity to culture and context and relevance to community’s need.

Building Community Engagement in Nursing

2010 ◽  
Vol 41 (8) ◽  
pp. 344-345 ◽  
Author(s):  
Michelle Cleary ◽  
Glenn E. Hunt
Keyword(s):  
Community Engagement ◽  
Building Community

Sustained Engagement Experiences in Kinesiology: An Engaged Department Initiative

2017 ◽  
Vol 6 (4) ◽  
pp. 362-367
Author(s):  
Brian D. Clocksin ◽  
Margo B. Greicar
Keyword(s):  
Higher Education ◽  
Deep Learning ◽  
Community Engagement ◽  
Real Life ◽  
High Impact ◽  
Institutions Of Higher Education ◽  
Active Engagement ◽  
Life Problems ◽  
The University ◽  
High Impact Practice

Community engagement is commonly imbedded in the ethos of institutions of higher education and has been identified as a High Impact Practice for student learning and retention. The Sustained Engagement Experiences in Kinesiology (SEEK) program at the University of La Verne is a curriculum-wide approach that moves students through four stages of community engagement: Respect, Participating with Effort, Self-Directions, and Leadership. The stages are developmentally sequenced across the curriculum and provide opportunities for learners to move from passive participants to active engagement scholars. The engagement experiences serve to enhance students’ abilities to transfer what they learn in the classroom to real-life problems, foster an asset-based approach to community engagement, and facilitate a transition from surface-to deep-learning.

scholarly journals Exploring the potential role of community engagement in evaluating clinical and translational science grant proposals

2018 ◽  
Vol 2 (3) ◽  
pp. 139-146 ◽  
Author(s):  
Jeffrey W. Treem ◽  
Margaret Schneider ◽  
Robynn L. Zender ◽  
Dara H. Sorkin
Keyword(s):  
Community Engagement ◽  
Potential Role ◽  
Review Process ◽  
Translational Science ◽  
Community Members ◽  
Grant Proposals ◽  
Stage Process ◽  
Stage 1 ◽  
The University

IntroductionThis study explored the effects of integrating community members into the evaluation of clinical and translational science grants.MethodsThe University of California, Irvine Institute for Clinical and Translational Sciences (ICTS) engaged 21 community reviewers alongside scientific reviewers in a 2-stage process of evaluating research proposals. In Stage 1 reviewers scored proposals, and during Stage 2 two study sections convened: one a mix of community reviewers and scientific reviewers, and one only engaging scientific reviewers. In total, 4 studies were discussed by both study sections.ResultsComparisons of reviews revealed little difference between ratings of community reviewers and those of scientific reviewers, and that community reviewers largely refrained from critiquing scientific or technical aspects of proposals.ConclusionsThe findings suggest that involving community reviewers early in the grant cycle, and exposing them to the entirety of the review process, can bolster community engagement without compromising the rigor of grant evaluations.

Open social scholarship in action

2020 ◽  
Author(s):  
Randa El Khatib ◽  
Alyssa Arbuckle ◽  
Caroline Winter ◽  
Ray Siemens
Keyword(s):  
Community Engagement ◽  
Best Practice ◽  
The University ◽  
Guiding Questions

Abstract Open social scholarship highlights outreach and partnerships by emphasizing community-driven initiatives in an attempt to bridge the gap between the practices of the university and the goals of the community. Over the last few years, the Electronic Textual Cultures Lab at the University of Victoria has introduced a number of initiatives to this end, including the Open Knowledge Program and Open Scholarship Awards. In describing these initiatives, the article engages the larger framework of community engagement and public-facing scholarship. The guiding questions for this article and our work more broadly are: how can we productively put open social scholarship into practice? What type of scholarship is considered public facing? What is the best practice around co-creating knowledge in the humanities with communities that are academic-aligned or non-academic?

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