scholarly journals Community-based learning: A model for higher education and community partnerships

2011 ◽  
Vol 7 (3) ◽  
Author(s):  
Peter Day
Keyword(s):  
Higher Education ◽  
Community Empowerment ◽  
Learning Needs ◽  
Community Practice ◽  
Community Informatics ◽  
Community Based ◽  
Community Voice ◽  
Learning Partnerships ◽  
Community Based Learning ◽  
The University

This paper presents a model of community-based learning partnerships, developed at the University of Brighton, for consideration by Higher Education as a means to securing effective community informatics engagement.  The absence of funding and time to pursue research proposals required me to be creative in continuing collaboration with our community partners of funded research projects. It is suggested here that the academic curriculum together with the resources and goodwill of a UK university can support both the formal requirements of HE student learning and the more informal learning needs of community practice through the development of community media/informatics learning partnerships. This is the first in a series of papers to be written that share the story of community-based learning experiences at the University of Brighton. Our purpose is to engage in meaningful community Informatics/media research and practice partnerships with a view to contributing to knowledge whilst affecting social change. A number of preliminary community informatics/media partnership activities are introduced through the joint lenses of community empowerment and community development. The significance of community voice and community learning in facilitating and enabling active citizenship and empowered communities through community informatics practices is also explored.

scholarly journals The Past, Present, and Religious Studies Future of Civic Engagement in American Higher Education

2020 ◽  
Vol 1 (3) ◽  
Author(s):  
Sara Ronis ◽  
Travis Proctor
Keyword(s):  
Higher Education ◽  
Civic Engagement ◽  
Religious Studies ◽  
Late Antique ◽  
Community Based ◽  
American Higher Education ◽  
Ancient Religion ◽  
Community Based Learning ◽  
The University

We argue that Civic Engagement is fundamental to the stated work of the university, the humanities, and the project of religious studies. We trace the historical connections between Civic Engagement and higher education in the American context to the present, highlighting a consistency of focus on Civic Engagement across diverse university contexts even as educational priorities and instantiations shift. We then explore the particular role of Civic Engagement in Religious Studies pedagogy. We contend that being explicit about integrating Civic Engagement in the religion classroom enhances our students’ ability to understand complex concepts in late antique religion and underscores for them how relevant the study of late ancient religion is to students’ lives today. We offer three ways that instructors in Religious Studies can incorporate Civic Engagement into their classes: cultivating naming practices, focusing pedagogical exercises on honing students’ Civic Engagement skills, and, where practicable, engaging in community-based learning.

Covid-19 Prevention and Spread Guidance in Majene Port, Majene Regency

2021 ◽  
Vol 2 ◽  
pp. 93-98
Author(s):  
Syukuriah Syukuriah ◽  
Andi Isdyanto ◽  
Amalia Nurdin
Keyword(s):  
Higher Education ◽  
Risk Communication ◽  
Community Service ◽  
Science And Technology ◽  
Community Empowerment ◽  
Community Based ◽  
Protocol Development ◽  
Service Activities ◽  
Increasing Knowledge ◽  
The University

Carrying out community service activities for educators in one of the effort to carry out their duties as the implementation of the Tridarma of Higher Education. With this service, it is an effort by the University of West Sulawesito implement the Tridarma of Higher Education to contribute science and technology to the community, Based on this, we carry out service activities at Majene Port, Majene Regency, West Sulawesi Province with the aim of increasing knowledge, understanding regarding the problem of prevention ang spread of COVID-19 by implementing health protocols for passengers, crew members, and especially for workers (port workers). The expected output targetsfrom this activity are : 1) protocol development  for preventing the spread of COVID-19 in the port of Majene 2) Forstering precautions for the spread of COVID-19 infection in the Majene port environment 3) Forstering risk communication and community empowerment in the form of participation and concern for public.

scholarly journals An immersive Arabic language course in Cairo moves online

2021 ◽  
pp. 79-94
Author(s):  
Heba Salem
Keyword(s):  
Arabic Language ◽  
The Novel ◽  
Community Based ◽  
American University ◽  
University Environment ◽  
The Us ◽  
Community Based Learning ◽  
Online Format ◽  
Novel Coronavirus ◽  
The University

This chapter describes the my experience as the instructor for a course rooted in community based learning theory that was forced to move online in spring, 2020, due to the novel coronavirus pandemic. The course, titled ‘CASA Without Borders’, allows Arabic language students in the Center for Arabic Study Abroad (CASA) program at The American University in Cairo (AUC) to leave the university environment and serve the community, while also benefiting from the experience both linguistically and culturally. This course was disrupted by the students’ mandatory return to the US from Cairo as a result of the COVID-19 outbreak, and continued remotely in an online format. This chapter describes the CASA program and explains both the purpose of the CASA Without Borders course and its significance to CASA students and to the program. It also describes and reflects upon my experience of continuing the course remotely during the ongoing pandemic.

Community (Information and Communication) Technology

2008 ◽  
pp. 2282-2296
Author(s):  
Peter Day
Keyword(s):  
Social Practice ◽  
Community Empowerment ◽  
Community Practice ◽  
Social Environments ◽  
Community Informatics ◽  
Implementation Processes ◽  
Community Information ◽  
Information And Communication ◽  
Developing Area ◽  
Technology Initiatives

This chapter illustrates the significance of developing a shared understanding of community, which is more than an adjective qualifying a certain type of ICT usage in a rapidly developing area of social practice and academic study — Community Informatics. Highlighting the importance of contextualising ICTs within their social environments, the chapter approaches Community Informatics from a human-centered perspective. It introduces a framework of democratic design criteria intended to assist the community planning and implementation processes of community technology initiatives. Examining the significance of community policy, community partnerships and community practice, the author invokes the need for interdisciplinary and cross-sectoral collaboration in Community Informatics and argues that community ICT initiatives should be grounded in the needs of local communities if they are to be utilised successfully as tools of community empowerment.

Preparing Critical Educators and Community-Engaged Scholars Through Participatory Action Research

2020 ◽  
pp. 1-20
Author(s):  
Meagan Call-Cummings ◽  
Melissa Hauber-Özer ◽  
Jennifer Rainey
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Participatory Action Research ◽  
Doctoral Students ◽  
The United States ◽  
Participatory Action ◽  
Community Based ◽  
Discrete Method ◽  
Emancipatory Pedagogy ◽  
The University

Participatory action research (PAR) is a community-based form of inquiry conducted with individuals affected by an issue or problem being studied rather than about them. Rather than a method of inquiry, PAR is an epistemological stance towards knowledge and knowledge creation that is rooted in critical, emancipatory pedagogy. Because it is an orientation, rather than a discrete method, PAR is difficult to teach. Here the authors explore the experiences of both undergraduate pre-service teachers and doctoral students as they seek to reconcile PAR principles and practice with their personal and professional backgrounds. The purpose is not to present the best approach for teaching PAR in the university classroom; rather, it is a reflective exploration of the experiences of the authors' participants, which reveals rich insights into what it feels like to become researchers within the ‘culture' of formal higher education in the United States.

scholarly journals Transgressing Boundaries between Community Learning and Higher Education: Levers and Barriers

2020 ◽  
Vol 12 (7) ◽  
pp. 2601 ◽  
Author(s):  
Thomas Macintyre ◽  
Martha Chaves ◽  
Tatiana Monroy ◽  
Margarita O. Zethelius ◽  
Tania Villarreal ◽  
...  
Keyword(s):  
Higher Education ◽  
Theory And Practice ◽  
Power Structures ◽  
Educational Approach ◽  
Community Based ◽  
Community Learning ◽  
Community Based Learning ◽  
Sustainability Challenges ◽  
Learning Ecologies ◽  
Levers And Barriers

In times of global systemic dysfunction, there is an increasing need to bridge higher education with community-based learning environments so as to generate locally relevant responses towards sustainability challenges. This can be achieved by creating and supporting so-called learning ecologies that blend informal community-based forms of learning with more formal learning found in higher education environments. The objective of this paper is to explore the levers and barriers for connecting the above forms of learning through the theory and practice of an educational approach that fully engages the heart (feelings), head (thinking), and hands (doing). First, we present the development of an educational approach called Koru, based on a methodology of transgressive action research. Second, we critically analyze how this approach was put into practice through a community-learning course on responsible tourism held in Colombia. Results show that ICT, relations to place, and intercultural communication acted as levers toward bridging forms of learning between participants, but addressing underlying power structures between participants need more attention for educational boundaries to be genuinely transgressed.

Development of a community–academic collaborative pharmacy residency program

2019 ◽  
Vol 76 (14) ◽  
pp. 1079-1085
Author(s):  
Christina L Mnatzaganian ◽  
Candis M Morello ◽  
Lord Sarino ◽  
Grace M Kuo
Keyword(s):  
Ambulatory Care ◽  
Residency Program ◽  
San Diego ◽  
Research Training ◽  
Community Practice ◽  
Community Based ◽  
Academic Settings ◽  
Practice Based Research ◽  
Skills Learning ◽  
The University

Abstract Purpose To describe the development of a collaborative community–academic postgraduate year 1 pharmacy residency program in San Diego that provides a hybrid experience of opportunities in community practice, ambulatory care, and teaching. Summary Residency training programs are being developed to better match the evolving role of the community pharmacist. In 2016, the University of California San Diego Skaggs School of Pharmacy and Pharmaceutical Sciences partnered with Ralphs Pharmacy, a division of the Kroger Co., to launch a 1-year community residency to develop community-based pharmacists with diverse patient care, leadership, and education skills. Learning experiences include pharmacy operations, clinical services focusing on chronic disease management and education, teaching, and practice-based research. Training settings include community pharmacy, corporate pharmacy, ambulatory care, and academia. Graduates are prepared to work in these settings as well as capitalize on advanced training opportunities, including postgraduate year 2 residencies and professional certifications. The program has been successfully accredited, and graduates have completed the program: one completed a postgraduate year 2 residency, and both have obtained a management or clinical pharmacist position. Conclusion An innovative community—academic residency program preparing postgraduate year 1 learners for careers in community-based pharmacy, corporate, ambulatory care, and academic settings was developed, with positive preliminary outcomes.

An Occupational Therapy Course on Community Practice

1995 ◽  
Vol 62 (2) ◽  
pp. 76-81 ◽  
Author(s):  
Constance Vanier ◽  
Michèle Hébert
Keyword(s):  
Health Care ◽  
Occupational Therapy ◽  
Health Care Systems ◽  
Skill Training ◽  
Community Services ◽  
The Other ◽  
Community Practice ◽  
Community Based ◽  
Care Systems ◽  
The University

This article outlines a course on occupational therapy community practice offered at the University of Ottawa and discusses its assets and limitations in terms of preparing students for the shift to community-based health services. The shift to community services in the health care systems of Ontario and Québec is described. Then the curricular components needed to prepare students for community practice are summarized. Finally, the community practice course at the University of Ottawa including its goal, objectives, class topics and evaluations is outlined. The strength of the community practice course described is that it includes many of the curricular components needed for community practice. On the other hand, limitations include the lack of skill training in some areas, its place in the last year of the programme, and its optional nature. Changes planned for the course and other recommendations for curricula are also discussed.

scholarly journals The Effect of Community Empowerment Strategies in Tourism Village Development on Community-Based Learning

2021 ◽  
Author(s):  
Kukuh Miroso Raharjo ◽  
Sucipto . ◽  
Zulkarnain . ◽  
Monica Widyaswari ◽  
Muhammad Fahrurozi ◽  
...  
Keyword(s):  
Regression Analysis ◽  
Random Sampling ◽  
Community Empowerment ◽  
Quantitative Approach ◽  
Community Based ◽  
Community Based Learning

This study aimed to describe and examine a strategy of community empowerment and its influence on community-based learning. A quantitative approach was used. This research included 40 respondents and random sampling was used for recruitment. Data were collected through a questionnaire and were analyzed using descriptive techniques and regression analysis. The results showed that Fcount > Ftable (12.684>4.10) and Sig F<5% (0.001<0.05). We can therefore conclude that the strategy of community empowerment had a significant effect on community-based learning. Keywords: community empowerment, tourism village development, community-based learning

scholarly journals Knowledge Democracy and Epistemic In/Justice: Reflections on a Conversation

2020 ◽  
Vol 21 (1) ◽  
pp. 27-45
Author(s):  
Budd L. Hall ◽  
Baptiste Godrie ◽  
Isabel Heck
Keyword(s):  
Higher Education ◽  
Health Care ◽  
Social Responsibility ◽  
Social Movement ◽  
Social Services ◽  
Research Centre ◽  
Community Based ◽  
Community Based Research ◽  
Knowledge Democracy ◽  
The University

The focus of the article is on how knowledge is created, who creates knowledge, how knowledge is co-constructed, whose knowledge is excluded and how knowledge is being used to challenge inequalities and strengthen social movement capacity. This article grew from a fascinating conversation that the three of us had in Montreal in September of 2019. We decided to share our stories about knowledge and justice with a wider audience in part as a way for us to reflect further on the meaning of our initial conversation, but also to invite others into the discussion. Baptiste Godrie works in a research centre (CREMIS) affiliated  with Quebec’s health care and social services system, Isabel Heck works with the anti-poverty organization Parole d’excluEs, both affiliated to universities, and Budd Hall works at the University of Victoria and is the Co-Chair of the UNESCO Chair in Community-Based research and social responsibility in higher education.

Sign in / Sign up

Export Citation Format

Share Document