scholarly journals Conversation with Darrell McLaughlin, St. Thomas More College

2017 ◽  
Vol 3 (1) ◽  
pp. 129-135
Author(s):  
Natalia Khanenko-Friesen ◽  
Darrell McLaughlin
Keyword(s):  
Community Engagement ◽  
Engaged Scholarship ◽  
Thomas More ◽  
Associate Dean ◽  
Community Engaged Scholarship ◽  
The University

In the Exchanges, we present conversations with scholars and practitioners of community engagement, responses to previously published material, and other reflections on various aspects of community-engaged scholarship meant to provoke further dialogue and discussion. In this issue, Natalia Khanenko-Friesen talks with Darrell McLaughlin of St. Thomas More College at the University of Saskatchewan. Darrell McLaughlin (PhD) is an Associate Dean at St. Thomas More College, University of Saskatchewan.

scholarly journals A Change of Leadership for the Engaged Scholar Journal

2021 ◽  
Vol 6 (2) ◽  
pp. 137-147
Author(s):  
Penelope C Sanz ◽  
Lori Bradford ◽  
Natalia Khanenko-Friesen
Keyword(s):  
Community Engagement ◽  
Engaged Scholarship ◽  
Community Based ◽  
University Of Alberta ◽  
Future Goals ◽  
Current State ◽  
Community Engaged Scholarship ◽  
The University

   In the Exchanges, we present conversations with scholars and practitioners of community engagement, responses to previously published material, and other reflections on various aspects of community-engaged scholarship meant to provoke further dialogue and discussion. In this section, we invite our readers to offer their thoughts and ideas on the meanings and understandings of engaged scholarship, as practiced in local or faraway communities, diverse cultural settings, and in various disciplinary contexts. We especially welcome community-based scholars’ views and opinions on their collaborations with university-based partners in particular and engaged scholarship in general.  In this issue, we discuss the recent changeover of leadership at The Engaged Scholar Journal with Dr. Natalia Khanenko-Friesen, who has recently left the University of Saskatchewan to assume new posts at the University of Alberta, and Dr. Lori Bradford. Managing Editor Dr. Penelope (Penny) Sanz takes both through a conversation about the inception, current state, and future goals of the journal, and their reflections on engaged scholarship as a career. 

scholarly journals 3133 Building Capacity for Community Engaged Research: Penn State University’s Faculty Fellowship Program

2019 ◽  
Vol 3 (s1) ◽  
pp. 84-85
Author(s):  
Martha Ellen Wadsworth ◽  
Jennifer L. Kraschnewski ◽  
Gina M. Brelsford ◽  
Deepa L. Sekhar
Keyword(s):  
Public Schools ◽  
Community Engagement ◽  
Translational Research ◽  
Neonatal Intensive Care ◽  
University Hospital ◽  
Engaged Scholarship ◽  
Fellowship Program ◽  
Penn State ◽  
Community Engaged Scholarship ◽  
The University

OBJECTIVES/SPECIFIC AIMS: To build capacity for community engaged, translational research in faculty across the university. METHODS/STUDY POPULATION: Each year, the Community Engagement Research Core (CERC) of the Penn State CTSI invites applications for one to two Community Engagement Faculty Fellowships. Applicant teams are comprised of a junior or mid-level investigator seeking to expand their work into the CEnR arena under the mentorship of a senior investigator with expertise in community engaged scholarship. The fellow must develop a plan for the mentoring year, including a timeline, activities to be undertaken together, knowledge to be acquired, deliverables, and a budget. The funding supports two course releases or the clinical equivalent for the fellow, and a small budget to support the mentor’s research program. Proposals are evaluated using NIH scientific merit criteria. RESULTS/ANTICIPATED RESULTS: We are in our second year of the fellowship program. Two highly qualified fellows are currently working with established community-based mentors. The 2017-2018 fellowship team showcases how an effective mentor-fellow partnership can help move a fellow’s work along the translational spectrum. By working with her mentor, our first fellow’s research has expanded from basic discovery science in a university hospital to development of a neonatal intensive care unit intervention to be employed with parents in the community. The 2018-2019 scholar, who utilized the community engagement research core (CERC) of the PSU CTSI in preparation of a PCORI grant, has since received the PCORI award and is working with her mentor to bring her innovative mental health screenings to the public schools. We are currently evaluating applications for the third year of the program, and please to have engaged applicants from across several Penn State campuses and disciplines. DISCUSSION/SIGNIFICANCE OF IMPACT: The fellowship is enjoying early success in terms of fellow productivity, expanding translational research expertise, and fueling interest across the Penn State campuses in community engagement research. Future work will focus on sustainability planning for this type of program, metrics for tracking success, and plans for integrating fellows into a growing community of engaged scholars at the university.

scholarly journals Rewarding Community-Engaged Scholarship: A State University System Approach

2016 ◽  
Vol 27 (2) ◽  
pp. 74-86 ◽  
Author(s):  
Jon Saltmarsh ◽  
John Wooding
Keyword(s):  
Community Engagement ◽  
Social Issues ◽  
State University ◽  
Engaged Scholarship ◽  
State University System ◽  
Community Engaged Scholarship ◽  
Core Mission ◽  
University Of Massachusetts ◽  
The University ◽  
Academic Policies

The need for new and revised structures to reward new forms of scholarship is being examined nationally and globally. It is also being examined on campuses that make up the University of Massachusetts system, all which are classified by the Carnegie Foundation for Community Engagement. This paper reports on the collective exploration by the five campuses of the University of Massachusetts to understand whether the existing academic policies sufficiently and appropriately rewarding community engagement and publically engaged scholarship enact the core mission of the University of Massachusetts to effectively generate knowledge, address social issues, and fulfill its academic and civic purposes.

scholarly journals A Model of Community-Engaged Scholarship Across “Institutional Borders” to Assess the Role of Rural Libraries in Community Engagement in the Southern and Central Appalachia

2019 ◽  
Author(s):  
Bharat Mehra ◽  
Vandana Singh ◽  
Everette Scott Sikes
Keyword(s):  
Community Engagement ◽  
Rural Areas ◽  
Change Agents ◽  
University Of Alabama ◽  
Engaged Scholarship ◽  
University Of Tennessee ◽  
Central Appalachia ◽  
Rural Libraries ◽  
Community Engaged Scholarship ◽  
The University

The paper explores a model of community-engaged scholarship developed in a planning grant entitled “Assessment of Rural Library Professionals’ Role in Community Engagement in the Southern and Central Appalachian Region: Mobilization from Change Agents to Community Anchors (CA2CA@SCA-RL)” awarded by the Institute of Museum and Library Services to the University of Tennessee, recently sub-contracted to the University of Alabama (July 2017 – June 2019). It provides insights bridging “institutional borders” at multiple levels to spotlight “invisible voices” of rural librarians and glimpses best practices in community engagement that might be relevant to other rural areas historically facing similarly challenging socio-cultural/socio-economic circumstances.

scholarly journals Intense, Pervasive and Shared Faculty Dialogue: Generating Understanding and Identifying “Hotspots” in Five Days

2016 ◽  
Vol 27 (2) ◽  
pp. 19-35
Author(s):  
Emily Janke ◽  
Barbara Holland ◽  
Kristin Medlin
Keyword(s):  
North Carolina ◽  
Faculty Support ◽  
University Of North Carolina ◽  
Engaged Scholarship ◽  
Policy And Practice ◽  
Promotion And Tenure ◽  
Community Engaged Scholarship ◽  
The University

Once an institution has chosen to recognize and reward community-engaged scholarship in its university-wide promotion and tenure policy, what are some strategies for aligning unit and department policies as well? This chapter describes the path followed at The University of North Carolina at Greensboro to align policies across all units and departments. Discussed are core strategies used to generate faculty support for community-engaged scholarship in promotion and tenure policy and practice, the themes revealed as a result of a weeklong dialogue initiative, and recommendations for continued improvement.

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 Conversation with Maria Power, University of Liverpool

2017 ◽  
Vol 3 (1) ◽  
pp. 137-141
Author(s):  
Christopher Hrynkow ◽  
Maria Power
Keyword(s):  
Community Engagement ◽  
Peace Building ◽  
Engaged Scholarship ◽  
Community Based ◽  
Community Based Research ◽  
Irish Studies ◽  
Community Engaged Scholarship ◽  
Relationship Of ◽  
The Relationship

In the Exchanges, we present conversations with scholars and practitioners of community engagement, responses to previously published material, and other reflections on various aspects of community-engaged scholarship meant to provoke further dialogue and discussion. In this issue Christopher Hrynkow talks to Maria C. Power about her community-based research and her vision for engaged scholarship as undertaken by religious historians. Dr. Maria Power, PhD (History, Royal Holloway), is a lecturer in Religion and Peace Building at the Institute of Irish Studies, University of Liverpool. Her research focuses on the relationship of faith to politics, especially in areas of conflict, and the role that religious organisations play in peacebuilding

scholarly journals Institutionalizing Community Engagement: The College Within a University as a Missing Organizational Link

2019 ◽  
Vol 8 (3) ◽  
Keyword(s):  
Organizational Change ◽  
Community Engagement ◽  
College Level ◽  
Engaged Scholarship ◽  
Core Value ◽  
Community Engaged Scholarship ◽  
Assessment Rubric

This article examines organizational change that can be implemented at the level of a college in a university in order to institutionalize community-engaged scholarship as a core value of the college. Through the development and implementation of an assessment rubric, the authors argue that college-level institutionalization of community-engaged scholarship can be evaluated as a complement to department- and institution-level efforts. Attention to college-level engagement offers new possibilities for deeper institutionalization of community-engaged scholarship.

Administrative Perspectives on Implementing a Mandatory Engaged Scholarship Project With Doctoral Students

2020 ◽  
pp. 105-129
Author(s):  
Shirley M. Matteson ◽  
Irene Arellano ◽  
Sonya E. Sherrod
Keyword(s):  
Community Engagement ◽  
Small Group ◽  
Doctoral Students ◽  
College Of Education ◽  
Lessons Learned ◽  
Research Projects ◽  
Engaged Scholarship ◽  
Structured Interviews ◽  
Community Engaged Scholarship

This chapter focuses on lessons learned from mandating community-engaged scholarship research projects for all doctoral students within a specific college of education prior to beginning their dissertations. Members of the administration of the college participated in semi-structured interviews that focused on capturing their thoughts about the 2 years in which a small group of faculty and students piloted the initiative. During the interviews, the administrators shared their perceptions and what they believed to be the varied reactions of both faculty and students who participated in the community engagement project. The chapter provides insights that may be useful for others wanting to initiate similar community engagement initiatives with doctoral students.

Learning the Development of Community-Engaged Scholars Through Course-Based Learning: A Student Perspective

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Thomas Armitage ◽  
Leah Levac
Keyword(s):  
Social Science Research ◽  
Science Research ◽  
Student Perspective ◽  
Engaged Scholarship ◽  
Graduate Course ◽  
Comprehensive University ◽  
Community Engaged Research ◽  
Challenges And Opportunities ◽  
Community Engaged Scholarship ◽  
The University

  This manuscript chronicles the development of three graduate students as community engaged scholars, from the perspective of one of the students. With the support of the course instructor, a student (Thomas) and the instructor (Leah) discuss students’ development during their enrollment in a graduate course in community-engaged scholarship (CES) at the University of Guelph, a large comprehensive university in southwestern Ontario. Drawing from students’ reflection papers and progress reports, this article highlights students’ thoughts on communities’ perceptions of scholars; differences and similarities between community-engaged scholarship and more traditional forms of social science research; and challenges and opportunities of collaboration. Data highlighting students’ experiences with power relations, understandings of the need for adaptability within their respective partnerships, and acknowledgement of differences between community and academic roles in community-engaged research projects are also presented. Finally, the effects of large groups and imbalanced stakes on projects, and the influence of class-oriented timelines are discussed. The manuscript is written by, and from the perspective of Thomas Armitage, one of the students in the graduate course, in collaboration Leah Levac, the course instructor. 

Sign in / Sign up

Export Citation Format

Share Document