scholarly journals Facilitating Engagement among Academic and Community Partners: The Monteverde Institute’s View from the Middle

2019 ◽  
Vol 8 (4) ◽  
pp. 121
Author(s):  
Hamilton
Keyword(s):  
Community Organization ◽  
Academic Research ◽  
Engaged Scholarship ◽  
Ethical Considerations ◽  
Community Partners ◽  
Community Project ◽  
Community Engaged Scholarship ◽  
Project Coordination ◽  
Successes And Challenges

Researchers have recommended operative standards and ethical considerations to maintain the integrity of community engaged scholarship programs. This framework is valuable for guiding good practices and promoting enhancements. Implementation of these considerations in actual programs provides experiential knowledge and reveals additional considerations due to the distinctive nature of each program. This article presents a descriptive overview of the Monteverde Institute’s history and model in its application of community engaged scholarship in Costa Rica. As a reflective exercise, I discuss the Monteverde Institute’s successes and challenges as related to six principles put forth by scholars. As witnessed by its practices, the Monteverde Institute endorses these important concepts and I provide specific examples of the implementation and customization of these principles in different situations. As a result of this review, I outline the beneficial role provided by the Monteverde Institute as an intermediary, on-site institution in the facilitation of community engaged scholarship. The Monteverde Institute is an academic, research, and community organization that provides both academic structure and community project coordination to its partners. It views community engaged scholarship from different perspectives and guides the applicability of programs to real situations in the region. These actions enable the Monteverde Institute to co-create respectful and functional partnerships. This is important for long-term sustained cooperation and in-depth community engaged scholarship. The process is continual, and I end this reflection with the question, what now? Answering this question, as it relates to the Monteverde Institute, may reveal aspects applicable for the advancement of community engaged scholarship in other regions.

scholarly journals The Farm to Fork project: Community-engaged scholarship from community partners' perspective

2014 ◽  
Vol 7 (1) ◽  
Author(s):  
Monika Korzun ◽  
Corey Alexander ◽  
Lee-Jay Cluskey-Belanger ◽  
Danielle Fudger ◽  
Lisa Needham ◽  
...  
Keyword(s):  
Higher Education ◽  
Food Insecurity ◽  
Social Issues ◽  
Higher Education Institutions ◽  
Situation Models ◽  
Engaged Scholarship ◽  
Community Partners ◽  
Sustainable Solutions ◽  
Community Engaged Scholarship ◽  
The Impact

Higher education institutions have traditionally largely ignored their role in identifying and addressing issues that their communities face. In an attempt to tackle this situation, models such as community-engaged scholarship (CES) have been developed and used to illustrate the active roles higher education institutions can play in sustainable social change. CES is guided by principles of mutually beneficial collaboration and reciprocity to address issues faced by the community. CES can guide the development of an in-depth understanding of social issues and can promote long-term and sustainable solutions. CES literature focuses largely on the impacts and benefits to students and faculty, but often ignores assessment of CES projects based on their impact on community partners and the community overall.This article illustrates the experiences of community partners in a Farm To Fork project and the impact of the project on community partners and the community at large. Developed at the University of Guelph in Ontario, Canada, the Farm To Fork project is helping increase the quantity and quality of food donated to emergency food providers, such as food banks and food pantries, via the use of online tools. Based on a survey questionnaire, the experiences of community partners are summarised under four categories: mutual benefit, resources, networking and collaborations, and raising awareness and addressing social issues. The results demonstrate that community partners greatly appreciate the effort and dedication of students and faculty. Through the project, community partners gained experience and access to university resources and formed networks with academics as well as other community organisations that will benefit them in the future. In addition, the Farm To Fork project helped to raise awareness about food insecurity, not only among students and faculty working on the project, but also in the Guelph-Wellington area.Keywords: community-engaged scholarship, food insecurity, community impacts, Farm To Fork, Guelph-Wellington

scholarly journals Activating activism within the EdD: Connecting DiP Research and the community

2021 ◽  
Vol 6 (1) ◽  
pp. 37-44
Author(s):  
Joy Howard ◽  
Timberly L. Baker
Keyword(s):  
Lessons Learned ◽  
Engaged Scholarship ◽  
Community Engaged Scholarship

In this paper the co-authors discuss and describe the challenges of community engaged scholarship. Using an ongoing long-term project about the school prison nexus as an exemplar, the authors propose ways that Ed.D. student DiP’s can be connected with the community. Lessons learned and implications for other Ed.D. programs are shared.

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 Rethinking Peer Review: Expanding the Boundaries for Community-Engaged Scholarship

2013 ◽  
Vol 1 (1) ◽  
pp. 1-10
Author(s):  
Sherril B. Gelmon ◽  
Cathy M. Jordan ◽  
Sarena D. Seifer
Keyword(s):  
Peer Review ◽  
Working Group ◽  
Peer Review Process ◽  
Self Regulation ◽  
Professional Associations ◽  
Engaged Scholarship ◽  
Ethical Considerations ◽  
Engagement Process ◽  
Community Engaged Scholarship

Peer review in the academic arena is the evaluation of a scholar or a scholarly work by peers— typically, qualified members of the scholar’s discipline or profession with similar or greater competence, expertise, or rank. Peer review serves as a mechanism of self-regulation within a field or an institution in order to assure quality and may be applied to a product of scholarship, to scholars and their bodies of work, or to programs and organizations. Special considerations arise when peer review is undertaken in the context of community-engaged scholarship (CES), since CES generally involves partners outside the academy, and the typical concerns of peer review (such as rigorous methods, participant risks and benefits, and significance of findings for the field) are complemented by equivalent and sometimes greater concerns for the quality of the engagement process, community level ethical considerations, and benefit to the community. This article, authored by some of the founding members of the Working Group on Rethinking Peer Review, explores these issues and invites readers to contribute to this discussion by considering questions about the appropriateness of conventional peer review mechanisms and who should be considered “peers” in reviewing products of CES and the work of community-engaged scholars. The Working Group hopes others will initiate discussions within their own institutions, professional associations, journals, and other settings todebate the notion of peer review and determine if expanded concepts are feasible. Through these various activities, the authors hope to begin seeing changes in the peer review process that embrace community expertise and enhance the quality and impact of CES.

scholarly journals On the Limits of Digital Storytelling as a Participatory Community-Engaged Methodology

2018 ◽  
Vol 3 (2) ◽  
pp. 64-78
Author(s):  
Linnea Kristina Beckett
Keyword(s):  
Social Science ◽  
Digital Storytelling ◽  
Community Change ◽  
Engaged Scholarship ◽  
Ethnographic Case Study ◽  
Ethical Considerations ◽  
School And Community ◽  
Digital Stories ◽  
Community Engaged Scholarship

Digital storytelling has been heralded as a powerful and transformative participatory tool for practitioners of community-engaged scholarship. This article draws from an ethnographic case study of Adelante, a university-community collaborative that used digital stories as part of their efforts to enact school and community change. The article explores Adelante’s utilization of digital storytelling and explores important ethical considerations related to the dissemination of the stories. The discussion focuses on broader implications for social science researchers interested in digital storytelling and participatory community-engaged methods.

Cultural Factors in Preparing Students for Community-Engaged Scholarship

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.

scholarly journals Community-engaged research through the lens of school closures: Opportunities, challenges, contributions, and lingering questions

2019 ◽  
Vol 27 ◽  
pp. 55
Author(s):  
Claudette Agard ◽  
Zakiyah Ansari ◽  
Jerusha Conner ◽  
Barbara Ferman ◽  
Liza N. Pappas ◽  
...  
Keyword(s):  
New York ◽  
Community Organizing ◽  
Engaged Scholarship ◽  
Participatory Action ◽  
School Closures ◽  
Community Partners ◽  
School Closings ◽  
Community Engaged Research ◽  
Community Engaged Scholarship ◽  
Almost All

This article expands upon and problematizes the practice of community-engaged research (CES) through the lens of school closings. Rather than employ a one-dimensional view of CES that portrays university researchers and community partners as collaborating equally on all stages of the research, we suggest a broader, more flexible understanding that incorporates various contextual factors. Drawing on local examples, from New York City and Baltimore, and one national effort to resist school closings, we  present three forms of CES: participatory action research (PAR), in which university researchers and community partners collaboratively engaged in almost all aspects of the process; the engaged learner, in which the researcher documented a community organizing campaign with the full support of the campaign organizers; and a grassroots listening project implemented without university partners. In each case, participants had to navigate the thorny issues of power differentials, race and racism, ownership and voice, and presentation and representation. Difficulties notwithstanding, CES has made important contributions to both the literature on and practice of school closings. We conclude the article with a discussion of some of the lingering tensions that characterize community-engaged scholarship.

scholarly journals Is the Scholarship of Engagement a Meaningful Approach to Foster Change in Community Development Education? Field Notes from Three Community/University Partnerships

2021 ◽  
Author(s):  
Lorena M. Estrada-Martínez ◽  
Antonio Raciti ◽  
Kenneth M. Reardon ◽  
Angela G. Reyes ◽  
Barbara A. Israel
Keyword(s):  
Well Being ◽  
Engaged Scholarship ◽  
Action Research Project ◽  
Development Education ◽  
University Partnerships ◽  
Scholarship Of Engagement ◽  
Action Project ◽  
Field Notes ◽  
Community Engaged Scholarship ◽  
Epistemological Framework

AbstractPedagogical approaches in community-engaged education have been the object of interest for those aiming at improving community health and well-being and reducing social and economic inequities. Using the epistemological framework provided by the scholarship of engagement, this article examines three nationally recognized and successful examples of community-university partnerships in the fields of community planning and public health: the East St. Louis Action Research Project, the South Memphis Revitalization Action Project, and the Detroit Community-Academic Urban Research Center. We review and compare how these partnerships emerged, developed, and engaged students, community partners, and academic researchers with their local communities in ways that achieved positive social change. We conclude by highlighting common elements across the partnerships that provide valuable insights in promoting more progressive forms of community-engaged scholarship, as well as a list of examples of what radical forms of community-engaged education may look like.

Sign in / Sign up

Export Citation Format

Share Document