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.

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 Online Higher Education: Beyond the Hype Cycle

2015 ◽  
Vol 29 (4) ◽  
pp. 135-154 ◽  
Author(s):  
Michael S. McPherson ◽  
Lawrence S. Bacow
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Flipped Classroom ◽  
College Level ◽  
Hype Cycle ◽  
Online Higher Education ◽  
Faculty And Administrators ◽  
Selective Schools ◽  
Start Ups

When two Silicon Valley start-ups, Coursera and Udacity, embarked in 2012 on a bold effort to supply college-level courses for free over the Internet to learners worldwide, the notion of the Massively Open Online Course (MOOC) captured the nation's attention. Although MOOCs are an interesting experiment with a role to play in the future of higher education, they are a surprisingly small part of the online higher education scene. We believe that online education, at least online education that begins to take full advantage of the interactivity offered by the web, is still in its infancy. We begin by sketching out the several faces of online learning—asynchronous, partially asynchronous, the flipped classroom, and others—as well as how the use of online education differs across the spectrum of higher education. We consider how the growth of online education will affect cost and convenience, student learning, and the role of faculty and administrators. We argue that spread of online education through higher education is likely to be slower than many commenters expect. We hope that online education will bring substantial benefits. But less-attractive outcomes are also possible if, for instance, legislators use the existence of online education as an excuse for sharp cuts in higher education budgets that lead to lower-quality education for many students, at the same time that richer, more-selective schools are using online education as one more weapon in the arms race dynamic that is driving costs higher.

scholarly journals Achieving Health for a Lifetime: A Community Engagement Assessment Focusing on School-Age Children to Decrease Obesity in Durham, North Carolina

2013 ◽  
Vol 74 (1) ◽  
pp. 18-26
Author(s):  
Leonor Corsino ◽  
Jennifer R. McDuffie ◽  
Jonathan Kotch ◽  
Remy Coeytaux ◽  
Bernard F. Fuemmeler ◽  
...  
Keyword(s):  
North Carolina ◽  
Community Engagement ◽  
School Age Children ◽  
School Age ◽  
Engagement Assessment

Community Engagement in the Liberal Arts: How Service Hours and Reflections Influence Course Value

2020 ◽  
Vol 43 (4) ◽  
pp. 416-430
Author(s):  
David Lynn Painter ◽  
Courtney Howell
Keyword(s):  
Professional Development ◽  
Service Learning ◽  
Civic Engagement ◽  
Community Engagement ◽  
Liberal Arts ◽  
Best Practice ◽  
Liberal Arts College ◽  
Different Types ◽  
Arts Community ◽  
Individual Conversations

Background: In response to critics’ charges that the liberal arts lack practical value, most colleges have incorporated service-learning in their curricula. Ideally, these service-learning activities not only benefit the community but also enhance the course’s (a) pedagogical effectiveness as well as the students’ (b) civic engagement and (c) professional development. Purpose: This investigation uses a survey to measure the extent to which service-learning in community engagement courses at a liberal arts college achieved these three outcomes. Methodology/Approach: Specifically, we parsed the influence of service hours and reflection activities on 740 students’ ratings of pedagogical effectiveness, civic engagement, and professional development. Findings/Conclusions: The results suggest students in community engagement courses that included at least 15 service hours and three different types of reflections reported significantly greater outcome achievement than those with fewer hours or reflections. Moreover, class discussions and individual conversations were rated the most effective types of reflection activities. Implications: Based on these findings, we provide some best practice suggestions for service hours and reflection activities in liberal arts community engagement courses.

Canada in a Global System of Higher Education

2019 ◽  
pp. 267-280
Author(s):  
Brent Epperson ◽  
Britta Baron ◽  
Carl G. Amrhein
Keyword(s):  
Higher Education ◽  
Community Engagement ◽  
Postsecondary Institutions ◽  
Global System ◽  
Vision Statements ◽  
Engagement Strategies ◽  
Key Stakeholders ◽  
Global University ◽  
History Of ◽  
University Leaders

In the last decade, many leading universities throughout the world have modified their mission and vision statements to emphasize community service and broader societal aspirations. Examining the case of Canada within the global system of higher education, this chapter explores the community engagement approaches of Canadian postsecondary institutions. Following an analysis of the communities within and surrounding campuses and a summary of key stakeholders, it outlines the unique history of extension faculties and the special relationships with Indigenous peoples and linguistic minorities that have become pivotal to community engagement strategies. The chapter emphasizes lessons from the Canadian context that may serve global university leaders. It concludes with a synopsis of challenges and threats to navigate in the pursuit of effective and enriching university–community relationships.

scholarly journals What Is the Evidence Globally for Culturally Safe Strategies to Improve Breast Cancer Outcomes for Indigenous Women in High Income Countries? A Systematic Review

2021 ◽  
Vol 18 (11) ◽  
pp. 6073
Author(s):  
Vita Christie ◽  
Debbie Green ◽  
Janaki Amin ◽  
Christopher Pyke ◽  
Karen Littlejohn ◽  
...  
Keyword(s):  
Breast Cancer ◽  
Systematic Review ◽  
Community Engagement ◽  
Assessment Tool ◽  
High Income ◽  
Indigenous Women ◽  
Cultural Safety ◽  
Cancer Outcomes ◽  
Breast Cancer Outcomes ◽  
Engagement Assessment

The aim was to systematically assess the evidence on whether cultural safety affects breast cancer outcomes with regards to care for Indigenous women in high income countries. We conducted a systematic review in accordance with PRISMA guidelines of peer-reviewed articles in Medline, EMBASE, CINAHL, Scopus, Web of Science, Proquest Sociology and Informit Rural health database and Indigenous collection databases. Key inclusion criteria were: adult female patients with breast cancer; high income country setting; outcome measure, including screening, diagnosis, treatment and follow up care. A total of 15 were selected. We developed a Community Engagement assessment tool in consultation with aboriginal researchers, based on the National Health and Medical Research Councils’ community engagement guidelines, against which studies were appraised. This novel element allowed us to evaluate the literature from a new and highly relevant perspective. Thematic analysis of all 15 studies was also undertaken. Despite limited literature there are evidence-based strategies that are likely to improve outcomes for Indigenous women with breast cancer in high income countries and indicate that culture makes a positive difference. It is also clear that strong Indigenous community leadership and governance at all stages of the research including design is an imperative for feasibility.

scholarly journals Administrators’ and Faculty’s Perceived Online Education Barriers and The Role of Transformational Leadership at a U.S. University in Lebanon

2016 ◽  
Vol 2 (1) ◽  
pp. 15 ◽  
Author(s):  
Sahar El Turk ◽  
Isabelle Cherney
Keyword(s):  
Transformational Leadership ◽  
Online Education ◽  
Leadership Style ◽  
Online Instruction ◽  
Perceived Barriers ◽  
Structural Barriers ◽  
Arts And Sciences ◽  
Transformational Leadership Style ◽  
Faculty And Administrators ◽  
The University

<p>The purpose of this quantitative study was to identify the perceived barriers obstructing the implementation of online education by administrators and faculty at the School of Arts and Sciences of a U.S. university located in Lebanon. The aim of this study was to offer a solution to the most important perceived barriers to online education that informs administrative decisions concerning the appropriate modalities of online instruction that may be implemented at the university. The exploratory factor analysis identified 8 factors out of 35 possible perceived barriers to online education. Faculty and administrators perceived the structural barriers and the pedagogical barriers as very important. Faculty also perceived technical barriers as very important. As a first step toward offering online instruction, the university leadership could offer blended traditional and online education instruction for suitable courses in the School of Arts and Sciences with the goal of assessing feasibility and acceptance. The implementation of this solution may be smoother if facilitated using various leadership styles. In this article, the transformational leadership style is used for implementing the solution to the problem. The findings of this research may be beneficial for other universities in Lebanon and other nations that may be considering the implementation of online education.</p>

Youth Civic Engagement: Do Youth Councils Reduce or Reinforce Social Inequality?

2017 ◽  
Vol 33 (2) ◽  
pp. 187-208 ◽  
Author(s):  
Astraea Augsberger ◽  
Mary Elizabeth Collins ◽  
Whitney Gecker ◽  
Meaghan Dougher
Keyword(s):  
Social Networks ◽  
Civic Engagement ◽  
Community Engagement ◽  
Social Inequality ◽  
Municipal Government ◽  
Youth Engagement ◽  
Youth Civic Engagement ◽  
Ongoing Training ◽  
Level Data ◽  
Youth Council

Youth engagement in municipal government has the potential to benefit both youth and the community. Yet, some forms of youth civic engagement may be related to social class and race resulting in benefits to select youth and communities, thus perpetuating a longer term trajectory of privilege or marginalization. Informed by theories of social capital and civic engagement, the present study examined how youth councils may reduce or reinforce social inequality among young people at the city level. Data collection included interviews with youth council members, interviews with adult allies, observations of youth council meetings, and a review of council documents. Thematic analysis identified four overarching themes related to social inequality: member representation, social networks, community engagement, and youth engagement in governmental decision making. Although the council was committed to diversity and authentic youth engagement, findings identified areas in need of further attention. One important area is recruiting diverse youth, including those who attend non-traditional school settings. Another key area is providing youth with ongoing training and support focused on effective strategies for community engagement. Finally, more emphasis should be placed on engaging socially disadvantaged youth in municipal government and assisting them in enhancing their social networks.

Sign in / Sign up

Export Citation Format

Share Document