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.

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 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.

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.

Beyond community engagement: centering research through Indigenous epistemologies and peoplehood

2019 ◽  
Vol 15 (3) ◽  
pp. 281-286
Author(s):  
Elizabeth Sumida Huaman ◽  
Peter Mataira
Keyword(s):  
Social Justice ◽  
Community Engagement ◽  
Cultural Practices ◽  
Recent Decade ◽  
Indigenous Research ◽  
Engaged Scholarship ◽  
Ethical Considerations ◽  
Indigenous Epistemologies ◽  
The Usa ◽  
Community Engaged Scholarship

Indigenous research as discourse and practice has challenged researchers worldwide to foreground our work with clear attention to knowledge hierarchies and power inequities, ontologies and epistemologies, and critical ethical considerations. Yet, in the recent decade, it is not the rise of Indigenous research agendas but community-engaged scholarship that has been the focus of institutionalization at universities in the USA and elsewhere. In this commentary, we revisit Indigenous research and its political and liberatory agenda and offer a re-centering of research through peoplehood that is founded in Indigenous connections to place, cultural practices, and social justice work.

scholarly journals Utilizing the College-Level Community Engagement Assessment Rubric to Identify Strengths, Weaknesses, and Opportunities for Growth in Drexel University’s College of Arts and Sciences

2019 ◽  
Vol 8 (3) ◽  
Keyword(s):  
Civic Engagement ◽  
Community Engagement ◽  
White Paper ◽  
College Level ◽  
Job Descriptions ◽  
Arts And Sciences ◽  
Vision Statements ◽  
Engagement Assessment ◽  
Faculty And Administrators ◽  
Assessment Rubric

Drexel University’s College of Arts and Sciences (CoAS), one of the institution’s largest colleges, has intentionally aimed to grow and deepen its commitment to civic engagement over the last decade. CoAS has demonstrated a significant commitment to community engagement by making it a funding priority and creating a leadership position to support engagement. Because of the varying levels and formats of the college’s civic-engagement efforts, a process of assessment was needed. To channel assessment efforts, a faculty working group adopted Saltmarsh and Middleton’s pilot assessment rubric. A group of seven engaged faculty from across the college and the executive director of the Lindy Center for Civic Engagement analyzed campus websites, press releases, and presidential addresses. The group also examined additional indicators associated with policies, practices, structures, communication, and culture in the form of mission and vision statements, faculty and staff job descriptions, strategic plans, student recruitment materials, tenure and teaching faculty reviews, faculty contracts, operational budgets, and course learning objectives. These data allowed for formative and substantive evaluation of the college’s civic engagement and scholarship. A final white paper was presented to both the dean of the College of Arts and Sciences and the senior vice provost of University and Community Partnerships. Moving forward, this pilot will allow faculty and administrators to strategically address multiple dimensions of engagement at the collegiate and institutional loci.

Conversation with Ted Jackson, Carleton University

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.

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 Conversation with Bryan Smale, University of Waterloo

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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