Cultural Factors in Preparing Students for Community-Engaged Scholarship

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.

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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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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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Conversation with Ted Jackson, Carleton University

Engaged Scholar Journal Community-Engaged Research Teaching and Learning ◽

10.15402/esj.v2i2.188 ◽

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.

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Conversation with Bryan Smale, University of Waterloo

Engaged Scholar Journal Community-Engaged Research Teaching and Learning ◽

10.15402/esj.v1i2.120 ◽

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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Coming Home: A Journey Through the Trans-Systematic Knowledge Systems

Engaged Scholar Journal Community-Engaged Research Teaching and Learning ◽

10.15402/esj.v7i1.70771 ◽

2021 ◽

Vol 7 (1) ◽

pp. 205-216

Author(s):

Sakej Henderson ◽

Leroy Little Bear

Keyword(s):

Community Engagement ◽

Knowledge Systems ◽

Engaged Scholarship ◽

Community Based ◽

Community Engaged Scholarship ◽

Systematic Knowledge

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 present a discussion between Sa’ke’j James Youngblood Henderson and Dr. Leroy Little Bear from November 2020.

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Conversation with Ted Jackson, Carleton University

Engaged Scholar Journal Community-Engaged Research Teaching and Learning ◽

10.15402/esj.v2i2.187 ◽

2017 ◽

Vol 2 (2) ◽

pp. 125

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

E xchanges In the E xchanges, 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. Below, N atalia Khanenko-Friesen talks to Edward “T ed” 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 Adjust Research Professor in Public Policy and Administration, International Affairs and African Studies at Carleton 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. Below, 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.

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Conversation with Ted Jackson, Carleton University

Engaged Scholar Journal Community-Engaged Research Teaching and Learning ◽

10.15402/esj.v2i2.178 ◽

2017 ◽

Vol 2 (2) ◽

pp. 125

Author(s):

Edward T. 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. Below, 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 adjust 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.

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

Gateways International Journal of Community Research and Engagement ◽

10.5130/ijcre.v7i1.3397 ◽

2014 ◽

Vol 7 (1) ◽

Cited By ~ 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

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Can We Count on Counting? An Analysis of the Validity of Community Engagement Survey Measures

International Journal of Research on Service-Learning and Community Engagement ◽

10.37333/001c.001001009 ◽

2013 ◽

Vol 1 (1) ◽

pp. 92-108

Author(s):

Ethan A. Kolek

Keyword(s):

College Student ◽

Community Engagement ◽

Exploratory Study ◽

Applied Research ◽

Student Survey ◽

Student Surveys ◽

Community Based ◽

Community Based Learning

Researchers use various survey efforts to understand students’ community engagement experiences. Among the crucial pieces of information for both academic and applied research is the extent to which (or whether or not) students participate in community engagement activities. However, recent studies have questioned the validity of many college student survey items. This paper describes an exploratory study that sought to investigate the validity of several survey items related to students’ community engagement participation. The study found that large percentages of students who have taken community-based learning courses do not accurately report these experiences on student surveys and examines what factors relate to misreporting. Implications for future community engagement research are discussed.

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Institutionalizing Community Engagement: The College Within a University as a Missing Organizational Link

eJournal of Public Affairs ◽

10.21768/ejopa.v8i3.2 ◽

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.

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