Coming Home: A Journey Through the Trans-Systematic Knowledge Systems

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

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A Change of Leadership for the Engaged Scholar Journal

Engaged Scholar Journal Community-Engaged Research Teaching and Learning ◽

10.15402/esj.v6i2.70766 ◽

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.

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Conversation with Ted Jackson, Carleton University

Engaged Scholar Journal Community-Engaged Research Teaching and Learning ◽

10.15402/esj.v2i2.188 ◽

2017 ◽

Vol 2 (2) ◽

pp. 125-131

Author(s):

Edward Jackson ◽

Natalia Khanenko-Friesen

Keyword(s):

Public Policy ◽

Community Engagement ◽

African Studies ◽

International Affairs ◽

Engaged Scholarship ◽

Community Based ◽

Research Fellow ◽

Senior Research Fellow ◽

Senior Research ◽

Community Engaged Scholarship

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. We invite our readers to offer in this section their own thoughts and ideas on the meanings and understandings of engaged scholarship, as practiced in local or faraway communities, diverse cultural settings, and various disciplinary contexts. We especially welcome community-based scholars’ views and opinions on their collaboration with university-based partners in particular and on engaged scholarship in general. Natalia Khanenko-Friesen talks to Edward “Ted” Jackson about his work and his views on engaged scholarship in Canada. Dr. Jackson is a senior research fellow of Carleton Centre for Community Innovation and adjunct research professor in Public Policy and Administration, International Affairs and African Studies at Carleton University, Ottawa. Ted Jackson served as a the conference convenor for C2UExpo, held at the Carleton in May 2015.

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Conversation with Bryan Smale, University of Waterloo

Engaged Scholar Journal Community-Engaged Research Teaching and Learning ◽

10.15402/esj.v1i2.120 ◽

2016 ◽

Vol 1 (2) ◽

Author(s):

Nazeem Muhajarine ◽

Bryan Smale

Keyword(s):

Community Engagement ◽

Health Science ◽

Engaged Scholarship ◽

Community Based ◽

Leisure Studies ◽

Community Engaged Scholarship ◽

Recreation And Leisure

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. We invite our readers to offer in this section their own thoughts and ideas on the meanings and understandings of engaged scholarship, as practiced in local or faraway communities, diverse cultural settings, and various disciplinary contexts. We especially welcome community-based scholars’ views and opinions on their collaboration with university-based partners in particular and on engaged scholarship in general. In this issue, Nazeem Muhajarine talks with Dr. Bryan Smale about his work on the Canadian Index of Wellbeing. Dr. Smale is Professor, Recreation and Leisure Studies, Faculty of Applied Health Science, University of Waterloo, and Director of the Canadian Index of Wellbeing.

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Cultural Factors in Preparing Students for Community-Engaged Scholarship

Preparing Students for Community-Engaged Scholarship in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-2208-0.ch002 ◽

2020 ◽

pp. 21-42

Author(s):

Garret J. Zastoupil ◽

Elizabeth Tryon ◽

Haley C. Madden ◽

Nasitta A. Keita ◽

Tashiana Dajaé Lipscomb

Keyword(s):

Community Engagement ◽

Engaged Scholarship ◽

Community Based ◽

Community Partners ◽

Student Preparation ◽

Cultural Engagement ◽

Successful Student ◽

Community Based Learning ◽

Community Engaged Scholarship ◽

And Training

For over a decade, the authors of this chapter have heard from community partners that many college students are unprepared for community engagement. This chapter makes the case for student preparation and training by examining the current literature regarding student preparation and the authors' own research. The authors offer guiding frameworks, teaching strategies, and theoretical orientations to support student preparation before and throughout community engagement to build transformative community-based learning experiences. Using examples from their own practice, the authors illustrate strategies that lead toward successful student preparation for cross-cultural engagement.

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Conversation with Ted Jackson, Carleton University

Engaged Scholar Journal Community-Engaged Research Teaching and Learning ◽

10.15402/esj.v2i2.187 ◽

2017 ◽

Vol 2 (2) ◽

pp. 125

Author(s):

Edward Jackson ◽

Natalia Khanenko-Friesen

Keyword(s):

Public Policy ◽

Community Engagement ◽

African Studies ◽

International Affairs ◽

Engaged Scholarship ◽

Community Based ◽

Research Fellow ◽

Senior Research Fellow ◽

Senior Research ◽

Community Engaged Scholarship

E xchanges In the E xchanges, 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. We invite our readers to offer in this section their own thoughts and ideas on the meanings and understandings of engaged scholarship, as practiced in local or faraway communities, diverse cultural settings, and various disciplinary contexts. We especially welcome community-based scholars’ views and opinions on their collaboration with university-based partners in particular and on engaged scholarship in general. Below, N atalia Khanenko-Friesen talks to Edward “T ed” Jackson about his work and his views on engaged scholarship in Canada. Dr. Jackson is a Senior Research Fellow of Carleton Centre for Community Innovation and Adjust Research Professor in Public Policy and Administration, International Affairs and African Studies at Carleton 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. We invite our readers to offer in this section their own thoughts and ideas on the meanings and understandings of engaged scholarship, as practiced in local or faraway communities, diverse cultural settings, and various disciplinary contexts. We especially welcome community-based scholars’ views and opinions on their collaboration with university-based partners in particular and on engaged scholarship in general. Below, Natalia Khanenko-Friesen talks to Edward “Ted” Jackson about his work and his views on engaged scholarship in Canada. Dr. Jackson is a senior research fellow of Carleton Centre for Community Innovation and adjunct research professor in Public Policy and Administration, International Affairs and African Studies at Carleton University, Ottawa. Ted Jackson served as a the conference convenor for C2UExpo, held at the Carleton in May 2015.

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Conversation with Ted Jackson, Carleton University

Engaged Scholar Journal Community-Engaged Research Teaching and Learning ◽

10.15402/esj.v2i2.178 ◽

2017 ◽

Vol 2 (2) ◽

pp. 125

Author(s):

Edward T. Jackson ◽

Natalia Khanenko-Friesen

Keyword(s):

Public Policy ◽

Community Engagement ◽

African Studies ◽

International Affairs ◽

Engaged Scholarship ◽

Community Based ◽

Research Fellow ◽

Senior Research Fellow ◽

Senior Research ◽

Community Engaged Scholarship

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. We invite our readers to offer in this section their own thoughts and ideas on the meanings and understandings of engaged scholarship, as practiced in local or faraway communities, diverse cultural settings, and various disciplinary contexts. We especially welcome community-based scholars’ views and opinions on their collaboration with university-based partners in particular and on engaged scholarship in general. Below, Natalia Khanenko-Friesen talks to Edward “Ted” Jackson about his work and his views on engaged scholarship in Canada. Dr. Jackson is a senior research fellow of Carleton Centre for Community Innovation and adjust research professor in Public Policy and Administration, International Affairs and African Studies at Carleton University, Ottawa. Ted Jackson served as a the conference convenor for C2UExpo, held at the Carleton in May 2015.

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

eJournal of Public Affairs ◽

10.21768/ejopa.v8i3.2 ◽

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.

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Learning spaces in community-based dental education

10.33178/lc.2019.17 ◽

2019 ◽

Author(s):

Siobhán Lucey ◽

◽

Frank Burke ◽

Briony Supple ◽

Jennie Foley ◽

...

Keyword(s):

Teaching And Learning ◽

Dental Education ◽

National Policy ◽

Engaged Scholarship ◽

Learning Spaces ◽

Community Based ◽

Department Of Health ◽

Primary Healthcare Centre ◽

University College ◽

Community Engaged Scholarship

In response to various institutional and national policy drivers (University College Cork, 2018; Department of Health, 2019), a community-based dental education (CBDE) initiative in a non-dental setting has been proposed as a new curriculum offering in Paediatric Dentistry in University College Cork. The student-led clinic for children aged 0-5 years will be located in a new primary healthcare centre, which serves as a community hub for health and wellbeing services. The innovative use of learning spaces to imbue a culture of community-engaged scholarship in higher education is widely encouraged (Campus Engage, 2014; Galvin, O’Mahony, Powell & Neville, 2017). This work seeks to explore the features of the proposed learning environment, which may impact upon teaching and learning practice.

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Conversation with Darrell McLaughlin, St. Thomas More College

Engaged Scholar Journal Community-Engaged Research Teaching and Learning ◽

10.15402/esj.v1i1.230 ◽

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.

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