scholarly journals Community engagement in higher education: Online information sources

2017 ◽  
Vol 78 (10) ◽  
pp. 563 ◽  
Author(s):  
Anne Marie Gruber
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Public Discourse ◽  
Information Sources ◽  
Online Information ◽  
Community Based ◽  
Community Based Research ◽  
The Public ◽  
Real World Learning ◽  
Increased Pressure

In an age of challenging public discourse and increased pressure for educational accountability, many colleges are renewing their commitments to the public purposes of higher education. In fact, presidents and chancellors at more than 450 institutions signed Campus Compact’s 30th Anniversary Action Statement1 in 2016, reaffirming their dedication to preparing students for engaged citizenship, to changing social and economic inequalities, and to contributing to their communities as place-based institutions. In practical terms, many campuses are placing increased emphasis on real-world learning experiences for students through opportunities such as service-learning, internships, and community-based research.

1. The Neoliberal Logic of Service-Learning

2020 ◽  
Vol 2 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Megan Snider Bailey
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Community Partnerships ◽  
Market Forces ◽  
Community Based ◽  
University Partnerships ◽  
Economic Changes ◽  
The Public ◽  
The Relationship

<?page nr="1"?>Abstract This article investigates the ways in which service-learning manifests within our neoliberal clime, suggesting that service-learning amounts to a foil for neoliberalism, allowing neoliberal political and economic changes while masking their damaging effects. Neoliberalism shifts the relationship between the public and the private, structures higher education, and promotes a façade of community-based university partnerships while facilitating a pervasive regime of control. This article demonstrates that service-learning amounts to an enigma of neoliberalism, making possible the privatization of the public and the individualizing of social problems while masking evidence of market-based societal control. Neoliberal service-learning distances service from teaching and learning, allows market forces to shape university-community partnerships, and privatizes the public through dispossession by accumulation.

scholarly journals Considering Power in Community-Based Research: Shifting Toward New Pedagogical Approaches with a 'Public Work for Public Things' Framework

2021 ◽  
Vol 14 (2) ◽  
Author(s):  
Susan Haarman ◽  
Patrick M Green
Keyword(s):  
Service Learning ◽  
Community Based ◽  
Power Differential ◽  
Community Based Research ◽  
The Public ◽  
Public Work ◽  
Community Based Learning ◽  
The Impact ◽  
Service Learning Pedagogy ◽  
The Voice

One of the fundamental questions of power in the pedagogy of community-based research (CBR) is who gets to decide what is research worthy and what is the focus of CBR questions? The reality of the power imbalance in community-based research and learning is often reflective of a systemic disengagement with the broader community. Even when instructors and administrators are intentional in how they solicit feedback or think through the impact of their work, they may not know the neighbourhood. Prioritising the voice of community partners does not provide a simple solution, as the individuals we work with to organise community-based learning opportunities may not be residents of the neighbourhood. This article adopts a theory-building approach to this crucial question. Building on the work of Boyte (2014) and Honig (2017), community-based research is reoriented as ‘public work for public things’ (Haarman 2020). After establishing the ‘public work for public things’ framework, the article explores how this new framework impacts collaborative research by addressing the power differential and creating new lines of inquiry – specifically the practice of ‘elicitation of concerns’. Through the lens of critical service-learning pedagogy (Mitchell 2008) and a practitioner-scholar framework (Lytle 2008; Ravitch 2013; Salipante & Aram 2003), we then interrogate two community-based research courses we have recently taught, examining how a ‘public work for public things’ approach would have altered the course and its methods.

scholarly journals Higher Education, Community Engagement, and the Public Good: Building the Future of Continuing Education in Canada

2009 ◽  
Vol 35 (2) ◽  
Author(s):  
Budd L. Hall
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
Community Engagement ◽  
Public Good ◽  
Well Being ◽  
Community Based ◽  
Community Based Research ◽  
The Public ◽  
University Engagement ◽  
University Community

This article is about the potential for university-community engagement to serve the public good by transforming the health and well-being of our communities. It documents contemporary expressions of and renewed calls for community university engagement. It includes a detailed treatment of community based research, discussed in the overall context of community-university engagement. The article also explores some other important and growing dimensions of community university engagement, including the development of structures for the support of community-based research and community-service learning. It concludes with an argument that university-community engagement, while not the only current trend in higher education that affects our work in continuing education, is nonetheless a very important new development in which continuing education has much to offer and much to gain.

Service Learning Partnership Between University And School Students: Experiential Learning Inspired Through Community Research

2010 ◽  
Vol 7 (7) ◽  
Author(s):  
Monica Nandan
Keyword(s):  
High School ◽  
High School Students ◽  
Service Learning ◽  
Experiential Learning ◽  
Corporate Philanthropy ◽  
Community Research ◽  
School Students ◽  
Community Based ◽  
Research Project ◽  
Community Based Research

This article describes a service learning project implemented jointly by undergraduate and high school students during summer.  The service learning project was designed through a Summer Research Institute hosted at a Midwestern University; the institute encouraged faculty to recruit undergraduate students who would partner with area high school students to conduct a community-based research project in their field of interest.  The article describes the partnership between students, as well as the experiential learning that occurred during: research topic identification, literature analysis, planning and implementing a mixed-methodology community-based research project, and during the qualitative and quantitative data analysis, by students.  Using a mosaic theory, the students inferred relationships between three apparently unrelated spheres of their research: challenges faced by youth in the community, financial health of social services for youth, and corporate philanthropy for youth services.  Recommendations for designing creative academic, experiential and service learning projects are offered for all educators. 

scholarly journals Knowledge Democracy and Epistemic In/Justice: Reflections on a Conversation

2020 ◽  
Vol 21 (1) ◽  
pp. 27-45
Author(s):  
Budd L. Hall ◽  
Baptiste Godrie ◽  
Isabel Heck
Keyword(s):  
Higher Education ◽  
Health Care ◽  
Social Responsibility ◽  
Social Movement ◽  
Social Services ◽  
Research Centre ◽  
Community Based ◽  
Community Based Research ◽  
Knowledge Democracy ◽  
The University

The focus of the article is on how knowledge is created, who creates knowledge, how knowledge is co-constructed, whose knowledge is excluded and how knowledge is being used to challenge inequalities and strengthen social movement capacity. This article grew from a fascinating conversation that the three of us had in Montreal in September of 2019. We decided to share our stories about knowledge and justice with a wider audience in part as a way for us to reflect further on the meaning of our initial conversation, but also to invite others into the discussion. Baptiste Godrie works in a research centre (CREMIS) affiliated  with Quebec’s health care and social services system, Isabel Heck works with the anti-poverty organization Parole d’excluEs, both affiliated to universities, and Budd Hall works at the University of Victoria and is the Co-Chair of the UNESCO Chair in Community-Based research and social responsibility in higher education.

scholarly journals Using the Urban Advantage to Achieve the Greatest Good

2018 ◽  
Vol 29 (2) ◽  
Author(s):  
Vicki Golich
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
21St Century ◽  
Well Being ◽  
Colleges And Universities ◽  
Local Economy ◽  
Urban Setting ◽  
Annual Conference ◽  
Community Based Research ◽  
Anchor Institutions

Members of the Coalition of Urban and Metropolitan Universities (CUMU) recognized nearly thirty years ago that institutions of higher education (IHEs) located in urban and metropolitan cities faced a unique set of challenges – but also shared exceptional opportunities – for developing and deploying the vast intellectual capital residing within their halls. They joined forces to share ideas and practices that would, among other things, integrate their colleges and universities more seamlessly and usefully with their surrounding communities. Over time, CUMU members realized they should play an important role as anchor institutions in their communities: “local economic engines and mission-driven organizations inextricably linked to the long-term well-being of their local communities…” (Democracy Collaborative, 2018).   CUMU’s 23rd Annual Conference was held in Denver, Colorado in October 2017 with a focus on “The Urban Advantage” (CUMU, 2017). Presentations and conversations explored 21st century challenges created by states decreasing their funding to public higher education and by gentrification of the neighborhoods surrounding CUMU IHEs. They stressed unique learning opportunities for students and faculty studying and working at urban colleges and universities: clearly, an urban setting provides more occasions for students to engage in internships, service learning, volunteering, community-based research, and other pedagogies now known to improve student persistence through to graduation and alumni chances to pursue the careers or post-baccalaureate programs of their choice (AAC&U, n.d.). Scholars and activists called for urban IHEs to consider how they might engage with their surrounding communities more effectively to solve problems, improve the local economy, and educate a professional 21st century-relevant workforce. Finally, they underscored the imperative that metropolitan colleges and universities stay true to their mission of providing the public good of education to achieve social justice, graduate civically engaged alumni, and to be both in and of the community.

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