Learning spaces in community-based dental education

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 Maria Power, University of Liverpool

Engaged Scholar Journal Community-Engaged Research Teaching and Learning ◽

10.15402/esj.v1i1.231 ◽

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

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Community-Initiated Student-Engaged Research: Expanding Undergraduate Teaching and Learning through Public Sociology

Teaching Sociology ◽

10.1177/0092055x19875794 ◽

2019 ◽

Vol 48 (1) ◽

pp. 13-27

Author(s):

Miriam Greenberg ◽

Rebecca A. London ◽

Steven C. McKay

Keyword(s):

Undergraduate Students ◽

Affordable Housing ◽

Teaching And Learning ◽

Community Organizations ◽

Undergraduate Teaching ◽

Housing Crisis ◽

Engaged Scholarship ◽

Sociological Practice ◽

Community Engaged Scholarship ◽

Vantage Points

Drawing on a multiyear local research project on the affordable housing crisis, this article outlines a pedagogical approach we call Community-Initiated Student-Engaged Research, or CISER. The CISER model brings together three key groups of actors—undergraduate students, university researchers, and community organizations—drawing on and extending the powers of cooperative “dyads” between them. This model aims to improve pedagogical and sociological practice by constituting undergraduate students as both knowledge producers and an active public while at the same time creating meaningful partnerships between university researchers and community-based organizations. Based on assessments of the program from the vantage points of all three groups, our findings indicate that CISER is a powerful pedagogical tool and mode of community-engaged scholarship and that it offers both challenges and rewards to the involved students, faculty, and community organizations.

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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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A robust University-NGO partnership: Analysing school efficiencies in Bolivia with community-based management techniques

Gateways International Journal of Community Research and Engagement ◽

10.5130/ijcre.v6i1.3201 ◽

2013 ◽

Vol 6 ◽

Cited By ~ 1

Author(s):

Joao Neiva de Figueiredo ◽

Ann Marie Jursca Keffer ◽

Miguel Angel Marca Barrientos ◽

Silvana Gonzalez

Keyword(s):

Low Income ◽

Management Research ◽

Engaged Scholarship ◽

Community Based ◽

Research Project ◽

Knowledge Community ◽

Community Based Research ◽

International Partnership ◽

For Profit ◽

Community Engaged Scholarship

Community-based management research is a collaborative effort between management, academics and communities in need with the specific goal of achieving social change to foster social justice. Because it is designed to promote and validate joint methods of discovery and community-based sources of knowledge, community-based management research has several unique characteristics, which may affect its execution. This article describes the process of a community-based management research project which is descriptive in nature and uses quantitative techniques to examine school efficiencies in low-income communities in a developing country – Bolivia. The article describes the partnership between a US-based university and a Bolivian not-for-profit organisation, the research context and the history of the research project, including its various phases. It focuses on the (yet unpublished) process of the community-based research as opposed to its content (which has been published elsewhere). The article also makes the case that the robust partnership between the US-based university and the Bolivian NGO has been a determining factor in achieving positive results. Strengths and limitations are examined in the hope that the experience may be helpful to others conducting descriptive quantitative management research using community-engaged frameworks in cross-cultural settings. Keywords: international partnership, community-engaged scholarship, education efficiency, multicultural low-income education.

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Designing a Course for the Development of Community-Engaged Researchers in a College of Education

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

10.4018/978-1-7998-2208-0.ch005 ◽

2020 ◽

pp. 84-104

Author(s):

Aaron S. Zimmerman ◽

Shirley M. Matteson

Keyword(s):

Graduate Students ◽

Organizational Context ◽

College Of Education ◽

Faculty Members ◽

Engaged Scholarship ◽

Community Based ◽

Community Engaged Research ◽

Community Engaged Scholarship

Community-engaged scholarship is a democratic approach to scholarship that seeks to identify and solve community-based problems. In this chapter, the authors, both faculty members within a college of education, describe the challenge of creating opportunities to prepare graduate students to become community-engaged researchers. In this chapter, the authors will explore the challenges related to designing coursework that successfully supports the development of the knowledge, skills, and dispositions required for successful community-engaged research. The authors present narratives that describe their transition into their college and describe how this organizational context influenced the manner in which they went about designing a course on community-engaged research. The authors then outline, in detail, a number of assignments developed for this research course. These assignments are presented as a resource for faculty who are developing courses that aim to prepare graduate students for community-engaged scholarship.

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Exchanges

Engaged Scholar Journal Community-Engaged Research Teaching and Learning ◽

10.15402/esj.v5i3.70366 ◽

2020 ◽

Vol 5 (3) ◽

pp. 63-70

Author(s):

Jayne Malefant ◽

Penelope C Sanz

Keyword(s):

Homeless Youth ◽

Institutional Support ◽

Interdisciplinary Studies ◽

Engaged Scholarship ◽

Community Based ◽

Pierre Elliott Trudeau ◽

Integrated Studies ◽

Mcgill University ◽

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 profile the perspectives of young scholars. Here we feature a conversation between Penelope Sanz, who recently obtained her Ph.D. in Interdisciplinary Studies from the University of Saskatchewan and who serves as the Journal’s pioneering managing assistant, and Jayne Malenfant, a 2018 Pierre Elliott Trudeau Scholar, Vanier Scholar, and Ph.D. Candidate at McGill University in the Department of Integrated Studies in Education. A young engaged scholar working with the homeless in Montreal, Jayne talks about her on-going study on how homelessness impacts young people’s education. She looks at the challenges of accessing educational institutional support, an issue, she says, close to her heart as she was once a homeless youth herself. She reflects on the need for academia to open more spaces for young researchers undertaking engaged scholarship to involve the homeless youths themselves in the search for solutions.

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From Suspicion and Accommodation to Structural Transformation: Enhanced Scholarship through Enhanced Community-University Relations

Engaged Scholar Journal Community-Engaged Research Teaching and Learning ◽

10.15402/esj.v2i2.185 ◽

1969 ◽

Vol 2 (2) ◽

pp. 25-43

Author(s):

Trish Van Katwyk ◽

Robert A. Case

Keyword(s):

Structural Transformation ◽

Structural Level ◽

Engaged Scholarship ◽

Community Based ◽

Academic Production ◽

University Relations ◽

Community Engaged Scholarship ◽

The University ◽

Use Of Knowledge ◽

Made In

While substantial efforts are being made in some universities to democratize the production, ownership, and use of knowledge through partnership with the community, significant barriers to community-university partnership persist, maintained through inequitable research relations, reductionist definitions of knowledge, and disincentives for faculty who are interested in community-based scholarship. The perseverance of this disconnect, we argue, is indicative of an existential aversion to community that lies deep within the psyche of the university. We liken the aversion to that of a disgust response, a social response that creates distance from that which is perceived to be dangerous, which in this case serves to preserve the university’s privileged status as knowledge producer. In this paper we bring forward arguments for the importance of community-engaged scholarship to the university’s civic role, to the pursuit of knowledge, and to the principles of democracy. We highlight promising advances in how some universities are accommodating community partnership within their definitions of scholarship and academic production, and, drawing upon Gordon’s theory of structural transformation and Bourdieu’s conceptualization of agency and habitus, we consider how such changes might be brought about at a deeper, structural level within the university.

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Navigating community-engaged scholarship within neoliberal academic institutions

10.32920/ryerson.14662899.v1 ◽

2021 ◽

Author(s):

Rebecca Pacheco

Keyword(s):

Engaged Scholarship ◽

Community Based ◽

Phenomenological Inquiry ◽

Academic Context ◽

Community Based Research ◽

Community Engaged Research ◽

Policies And Procedures ◽

Entry Points ◽

Personal Experiences ◽

Community Engaged Scholarship

The overall purpose of this research was to identify systemic conditions within academia that are preventing researchers from engaging in CES, and ultimately, influence change in university policies and procedures pertaining to community-based research. Using interpretive phenomenological inquiry, four community-engaged social work scholars were interviewed about their experience with participating in community-engaged research. The interviews explored the experiences of community-engaged scholarships within the current academic context, and how their work is valued, recognized and rewarded by their academic institution. It was found that the participants had a common understanding that community-engaged scholarship and its research outcomes remain largely undervalued by the majority of academia. The participants provided many of their own personal experiences while also pointing out restrictive policies and practices at their university. The implications of these trends are discussed and entry points for change in the academy are highlighted.

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Principles in Practice

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

10.4018/978-1-7998-2208-0.ch016 ◽

2020 ◽

pp. 322-346

Author(s):

Mavis Morton ◽

Jeji Varghese ◽

Elizabeth Jackson ◽

Leah Levac

Keyword(s):

Best Practices ◽

Teaching And Learning ◽

Learning Approach ◽

Engaged Scholarship ◽

Engaged Learning ◽

Design Features ◽

Community Engaged Scholarship ◽

Institutional Challenges ◽

Development Of Students

This chapter offers faculty and institutional leaders a set of principles and practical approaches for designing and supporting courses that develop and mentor emerging community engaged scholars at the undergraduate and graduate levels. The learning outcomes and design features of these courses provide students with opportunities to develop knowledge, skills, and values that are required for undertaking ethical sustainable critical community engaged scholarship (CCES). The chapter begins with an overview of the CCES framework that guides the authors' specific courses and thier commitments to supporting the development of community-engaged scholars more broadly. The chapter describes several courses that share the CCES framework but vary by size, disciplinary foundation, and engaged-learning approach. These courses are used to consider the development of students' capacities and values, the interplay between CCES and pedagogical best practices, and the role of institutional supports in enabling CCES and navigating institutional challenges to community-engaged teaching and learning.

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Community- Based Education: Tikrit University College of Medicine Experience. PART ONE: Concept and Rationale of Community –Based Education.

International Journal of Medical Sciences ◽

10.32441/ijms.v1i3.106 ◽

2018 ◽

Vol 1 (3) ◽

pp. 69-72

Author(s):

Amina Alobaidi

Keyword(s):

Interpersonal Relationships ◽

Teaching And Learning ◽

Learning Strategy ◽

Health Needs ◽

Community Based ◽

Community Based Education ◽

University College ◽

Innovative Curriculum ◽

Quality Learning

Tikrit University College of Medicine [TUCOM] is a community based college incorporating PBL and it is the first and only medical school in Iraq to introduce an innovative curriculum [1]. TUCOM/CBE programme constitutes a community based curriculum including an acceptable balance of community based activities through out of the educational settings [6 years of study] [2]. CBE is one of the most powerful and important teaching and learning strategy that allows students to study the sources, nature and magnitude of health and related problems [3]. In CBE, the community plays an important role in determining its own health needs, health problems and to overcome such problems. Furthermore, the students encouraged to learn from the community and assist them to attain their educational objectives [4]. Furthermore, well planning and well implementation of CBE are the important factors that driven the outcome of such innovative education method [5]. Recently, Worley [5] perform analysis of CBE and proposed a model for the key relationship in which student must be an active participant to facilitate high quality learning. He provided evidence for “the role of clinical, institutional, social and interpersonal relationships in providing a framework for describing quality in CBME curricula- the 4R model”

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