Transforming Schools, Communities, and Universities

2020 ◽  
pp. 114-131
Author(s):  
Ira Harkavy ◽  
Rita A. Hodges ◽  
Joann Weeks
Keyword(s):  
Community Service ◽  
Health Inequities ◽  
Community Partnerships ◽  
Community Schools ◽  
Community School ◽  
Community Partners ◽  
The Core ◽  
The University ◽  
Anchor Institution ◽  
Academic Resources

The chapter describes the university-assisted community school approach developed by Penn's Netter Center for Community Partnerships with its school and community partners since 1985, as well as adapted nationally. The approach is grounded in John Dewey's theory that the neighborhood school can function as the core neighborhood institution that provides comprehensive services, galvanizes other community partners, and helps solve locally-manifested, universal problems such as health inequities and unequal education. Academically-based community service is presented as a core strategy for engaging the Penn's academic resources with the schools and community. Penn's evolution towards becoming a democratic anchor institution is discussed to highlight the importance of engaging the full resources (academic and economic) of the university in community partnerships. Providing concrete examples from nearly 35 years of work, the authors argue that university-assisted community schools is a promising approach to significantly improve schooling, communities, and universities.

scholarly journals Contributions of Catholic Universities in Yogyakarta to the Development of Community Transformative Dialogue

MELINTAS ◽  
2017 ◽  
Vol 32 (3) ◽  
pp. 248
Author(s):  
Carolus Borromeus Mulyatno
Keyword(s):  
Community Service ◽  
Well Being ◽  
Student Activities ◽  
The Core ◽  
The Poor ◽  
Catholic Universities ◽  
Living Together ◽  
Learning Research ◽  
Cultural Dialogue ◽  
The University

The main tasks of the university are implementing learning, research, and community service. In a multicultural and multireligious Asia, the actualization of these tasks requires a dialogue with cultures, religions, and the poor. Today, the university must consider radical movements and fundamentalism that threaten harmony in the society. This paper is focused on opportunities that can be explored to realise the task of the Catholic universities in Yogyakarta in developing dialogue and harmony in Yogyakarta. This task might need a new and effective model of dialogue for a better living together in harmony. By applying a method of documental study and interviews, this study is focused on the exploration of challenges encountered by the Catholic universities in Yogyakarta in developing a community transformative dialogue. There are three main points. First, a description of the meaning of the community transformative dialogue. Second, an exploration of cultural potentials in Yogyakarta for developing community transformative dialogue. Third, a proposal for developing community transformative dialogue. These are three important results of this study. This transformative dialogue is a contextual and cultural dialogue that could be effective and appropriate for the multicultural and multireligious societies. In Yogyakarta, unity and harmony (<em>keselarasan</em>) are the core of the community that is necessary for the development of dialogue towards the well-being of the society. Catholic universities should encourage student activities in the campus and in the society as a praxis of continuous dialogue for a harmonious living together.

The University of Pennsylvania's Center for Community Partnerships as an Organizational Innovation for Advancing Action Research

1996 ◽  
Vol 1 (1) ◽  
pp. 15-29 ◽  
Author(s):  
Ira Harkavy ◽  
Francis E. Johnston ◽  
John Puckett
Keyword(s):  
Action Research ◽  
Organizational Innovation ◽  
Geographic Area ◽  
Community Partnerships ◽  
Community Schools ◽  
University Of Pennsylvania ◽  
Community Revitalization ◽  
The University ◽  
Ongoing Support ◽  
Scholarly Attention

The article describes the Center for Community Partnerships at the University of Pennsylvania as an organizational innovation designed to mobilize the range of university resources to solve the strategic problem of creating democratic, local cosmopolitan communities. We identify the Center's approach to this problem as helping to develop university-assisted community schools, schools transformed to function as centers and catalysts for community revitalization with ongoing support from an institution of higher education. We argue that communal action research, in which scholarly attention is focused upon the university's local geographic area in a continuous comprehensive partnership with the community studied, is a particularly promising approach for revitalizing communities, advancing knowledge, and integrating the university's missions of research, teaching, and service. We describe the Turner Nutritional Awareness Project (TNAP), which works to alleviate nutrition problems in a university-assisted community school, as an example of communal action research conducted by all participants in a common project. We conclude by describing the structure and operation of the Center for Community Partnerships, claiming that the Center itself is part of a broader organizational change occurring throughout the American academy as urban universities, in particular, respond to severe external crises as well as internal difficulties resulting from the separation of service from teaching and research.

It takes a community

2018 ◽  
Vol 99 (5) ◽  
pp. 8-14 ◽  
Author(s):  
Reuben Jacobson ◽  
Lisa Villarreal ◽  
José Muñoz ◽  
Robert Mahaffey
Keyword(s):  
Achievement Gap ◽  
Education Reform ◽  
Community Schools ◽  
Community Partners ◽  
The Core ◽  
Reform Strategy ◽  
Trusting Relationships ◽  
Services And Supports ◽  
Local Students ◽  
Relevant Community

Community schools are a sound education reform strategy that gets results. They start by asking local students and their families what they need to succeed in school, then they reach out to relevant community partners and use the school as the hub for organizing partnerships, services, and supports. By listening closely to the assets and needs of students and their families, community schools also develop trusting relationships and build support for the core work of education. Researchers believe that community schools can help improve attendance, reduce dropouts, and close the achievement gap.

scholarly journals Generating Community Engaged Learning in Gerontology Courses During the COVID-19 Pandemic

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 77-78
Author(s):  
Katarina Felsted ◽  
Samantha Whitehead
Keyword(s):  
Community Service ◽  
Support Groups ◽  
Technical Assistance ◽  
Care Plan ◽  
Service Center ◽  
Engaged Learning ◽  
Community Partners ◽  
Caregiver Support ◽  
The Core ◽  
Gerontology Program

Abstract This presentation describes the core traits of a community-engaged learning (CEL course), how one gerontology program incorporated a theoretical framework to continue to provide students opportunities during the COVID-19 pandemic, and how generalizable this is across gerontology programs. Caregiving and Aging Families, a gerontology course enrolling both undergraduate and graduate students, champions community-engaged learning in two critical ways: students attend caregiver support groups in the community, and students form a partnership with a caregiver mentor in the community. This partnership allows students an intimate look at the caregiver's role and burden while enlisting the student to prepare a service care plan and compendium of resources for the caregiver. Ensuring the safety of older adults during the COVID-19 pandemic placed restrictive parameters on these experiences. While students typically attend support groups and identify and partner with a caregiver mentor in person, this needed modification during the pandemic. This was created through the application of Baltes' Theory of Selection, Optimization, and Compensation (SOC model), aided by a CEL teaching assistant, funded through the campus Community Service Center. This allowed for identifying, coordinating, and communicating with community partners throughout the semester and provided ongoing communication, technical assistance, and problem-solving for both partners and students. Caregiver groups with a robust online, synchronous presence were identified and approached. The gerontology program communities of interest disseminated a call for community caregivers with basic technological familiarity. The caregiver mentor-student partnerships were founded and maintained, with additional benefits stemming from a shared pandemic experience.

scholarly journals Enhancing Postgraduate Learning and Teaching: Postgraduate Summer School in Dairy Science

2014 ◽  
Vol 2014 ◽  
pp. 1-7 ◽  
Author(s):  
Pietro Celi ◽  
Gianfranco Gabai ◽  
Massimo Morgante ◽  
Luigi Gallo
Keyword(s):  
Summer School ◽  
Research Collaboration ◽  
Learning Experience ◽  
Scientific Investigation ◽  
Core Component ◽  
Learning And Teaching ◽  
Transferable Skills ◽  
The Core ◽  
Dairy Science ◽  
The University

Dairy science is a multidisciplinary area of scientific investigation and Ph.D. students aiming to do research in the field of animal and/or veterinary sciences must be aware of this. Ph.D. students often have vast spectra of research interests, and it is quite challenging to satisfy the expectation of all of them. The aim of this study was to establish an international Ph.D. training program based on research collaboration between the University of Sydney and the University of Padova. The core component of this program was a two-week Postgraduate Summer School in Dairy Science, which was held at the University of Padova, for Ph.D. students of both universities. Therefore, we designed a program that encompassed seminars, workshops, laboratory practical sessions, and farm visits. Participants were surveyed using a written questionnaire. Overall, participants have uniformly praised the Summer School calling it a rewarding and valuable learning experience. The Ph.D. Summer School in Dairy Science provided its participants a positive learning experience, provided them the opportunity to establish an international network, and facilitated the development of transferable skills.

scholarly journals Introduction: Physics, Technology, and Technics during the Interwar Period

2018 ◽  
Vol 31 (3) ◽  
pp. 251-261
Author(s):  
Shaul Katzir
Keyword(s):  
World War Ii ◽  
Cold War ◽  
Interwar Period ◽  
Scientific Inquiry ◽  
Government Funding ◽  
World War ◽  
The Core ◽  
Historical Processes ◽  
The University ◽  
University Industry

Historians, philosophers, and physicists portray the 1920s and 1930s as a period of major theoretical breakthrough in physics, quantum mechanics, which led to the expansion of physics into the core of the atom and the growth and strengthening of the discipline. These important developments in scientific inquiry into the micro-world and light have turned historical attention away from other significant historical processes and from other equally important causes for the expansion of physics. World War II, on the other hand, is often seen as the watershed moment when physics achieved new levels of social and technical engagement at a truly industrial scale. Historians have shown that military interests and government funding have shaped physics to unprecedented degree, and according to some, to the extent of discontinuity with earlier practices of research (Forman 1987; Kevles 1990; Kaiser 2002). In this vein, Stuart Leslie wrote, “Nothing in the prewar experience fully prepared academic scientists and their institutions for the scale and scope of a wartime mobilization that would transform the university, industry, and the federal government and their mutual interrelationships” (Leslie 1993, 6). While one can never befullyready for novelties, the contributors to this issue show that developments in interwar physics did prepare participants for their cold war interactions with industry and government.

scholarly journals Levels of well-being and involvement of young children in centre-based provision in

2011 ◽  
Vol 1 (2) ◽  
Author(s):  
Bart Declercq
Keyword(s):  
South Africa ◽  
Experiential Education ◽  
Well Being ◽  
Department Of Education ◽  
Free State ◽  
Childhood Education ◽  
The Core ◽  
Children’S Wellbeing ◽  
Observation Tools ◽  
The University

This article reports on a study that examined the levels of young children’s wellbeing and involvement in centre-based provision (birth to five years) at child, group and setting level1 in Free State, South Africa. The study was funded by the FlemishDepartment of Education and was executed in collaboration with the Free State Department of Education and the University of Free State. Nineteen settings were included in the study. The average setting was registered for 121 children (with ratio’svarying from 30 to 326 children registered). Foundation Phase students from the 2nd and 3rd year of study at the University of Free State collected data through observation tools designed by the Centre for Experiential Education at Leuven University, Belgium. The core instrument uses the Leuven scales for well-being and involvement. Results of the study indicate that overall scores for well-being and involvement are low, but also that there are huge differences between different groups and settings. Thus, indicating that early childhood education in centre-based provision makes a difference.

scholarly journals Community Service-Learning: Why Can’t Canada Be More Like Mexico?

2018 ◽  
Vol 4 (1) ◽  
pp. 39-59
Author(s):  
Victoria Calvert ◽  
Halia Valladares Montemayor
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Undergraduate Students ◽  
National Level ◽  
Community Service Learning ◽  
Community Partners ◽  
Canadian Universities ◽  
Post Secondary ◽  
Volunteer Programs ◽  
The Government

  In Mexico, the community service strategy and requirements for undergraduate students are both longstanding and mandated by the Mexican Constitution. Students undertake a minimum of 480 hours of service during their undergraduate degrees, which are coordinated through their universities’ Social Service (SS) departments. Many Canadian universities and colleges offer community service through courses and volunteer programs; however, the practice and adoption levels vary widely. Student involvement with community partners, as represented through community service-learning (CSL) and volunteerism in Canada, are sponsored by many post-secondary institutions but are not driven by a national agenda. While, in Mexico, community service is documented at a departmental and institutional level for reporting to stakeholders and the government, in Canada, documentation of community service varies with the institutional mandate and is often sporadic or non-existent; the imperative for systematic student engagement and citizenship development has not been recognized at the national level. This research paper provides an overview of the community engagement practices in both countries, with the national patterns represented through a summative review of selected Canadian and Mexican universities. Suggestions for processes and practices for Canada are proposed based upon the Mexican model.

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