Community advisory boards (CAB) or groups (CAG) are frequently included in qualitative community-based research (CBR), particularly in the early phases of assessing need, impact, and design of a research project. Projects with emancipatory, liberatory, or decolonial emphases include CAGs in the spirit of inclusivity, representation, transformation, truth-telling, and participation, but the methodological value and impact of such groups often remains under-explored in reports about the research. It is also relatively uncommon to use CAGs in quantitative research. In our survey research about post-secondary instructors’ experiences of receiving student disclosures of gender-based violence, we used a time-limited, task-specific CAG to assist with survey development. In this report from the field, we discuss our approach to the inclusion of a CAG in our research, which emphasized reciprocity and accountability to community, and we explore how the use of a CAG directly impacted and strengthened the quantitative study.
{"title":"Centering Reciprocity and Accountability in Community-Based Research: How Meaningful Relationships with a Community Advisory Group Impacted Survey Development","authors":"Rebecca Godderis, Jennifer Root","doi":"10.15402/esj.v9i1.70800","DOIUrl":"https://doi.org/10.15402/esj.v9i1.70800","url":null,"abstract":"Community advisory boards (CAB) or groups (CAG) are frequently included in qualitative community-based research (CBR), particularly in the early phases of assessing need, impact, and design of a research project. Projects with emancipatory, liberatory, or decolonial emphases include CAGs in the spirit of inclusivity, representation, transformation, truth-telling, and participation, but the methodological value and impact of such groups often remains under-explored in reports about the research. It is also relatively uncommon to use CAGs in quantitative research. In our survey research about post-secondary instructors’ experiences of receiving student disclosures of gender-based violence, we used a time-limited, task-specific CAG to assist with survey development. In this report from the field, we discuss our approach to the inclusion of a CAG in our research, which emphasized reciprocity and accountability to community, and we explore how the use of a CAG directly impacted and strengthened the quantitative study. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116148230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This report from the field provides reflection on the author’s experience of co-authoring a peer-reviewed manuscript with community partners for publication in an academic journal. The report reflects on the existential, logistical, and process-related challenges of applying community-based research and delivering its promise of knowledge co-creation while grappling with inequities imbedded in the realities of academic and non-academic life. Reflecting on the lessons learned, this paper probes into further considerations for the operationalization of ethical principles for equitable collaboration in community-based research.
{"title":"Co-authorship with Community Partners as Research Co-creation","authors":"Julia Fursova","doi":"10.15402/esj.v9i1.70805","DOIUrl":"https://doi.org/10.15402/esj.v9i1.70805","url":null,"abstract":"This report from the field provides reflection on the author’s experience of co-authoring a peer-reviewed manuscript with community partners for publication in an academic journal. The report reflects on the existential, logistical, and process-related challenges of applying community-based research and delivering its promise of knowledge co-creation while grappling with inequities imbedded in the realities of academic and non-academic life. Reflecting on the lessons learned, this paper probes into further considerations for the operationalization of ethical principles for equitable collaboration in community-based research. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126688595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reports of hate crimes in Canada have increased by 72% from 2019 to 2021 (Moreau, 2022). Hate crimes harm those directly victimized and members of targeted communities (Erentzen & Schuller, 2020; Perry & Alvi, 2011). Many Canadian stakeholders advocate for increased community engagement in preventative and responsive interventions to this increasing concern. This article poses that Community-Based Participatory Research (CBPR) is an appropriate approach for further exploring hate crimes and incidents and suggests strategies for this area of study, including: building community partnerships; advocating for trauma-informed practices; prioritizing cultural humility and intersectionality; preparing for lengthy pre-participation communication with potential participants; anticipating out-of-scope volunteer participants; and accounting for unanticipated actions of participants.
{"title":"How can Community-Based Participatory Research Address Hate Crimes and Incidents?","authors":"Landon Turlock, Maria Mayan","doi":"10.15402/esj.v9i1.70794","DOIUrl":"https://doi.org/10.15402/esj.v9i1.70794","url":null,"abstract":"Reports of hate crimes in Canada have increased by 72% from 2019 to 2021 (Moreau, 2022). Hate crimes harm those directly victimized and members of targeted communities (Erentzen & Schuller, 2020; Perry & Alvi, 2011). Many Canadian stakeholders advocate for increased community engagement in preventative and responsive interventions to this increasing concern. This article poses that Community-Based Participatory Research (CBPR) is an appropriate approach for further exploring hate crimes and incidents and suggests strategies for this area of study, including: building community partnerships; advocating for trauma-informed practices; prioritizing cultural humility and intersectionality; preparing for lengthy pre-participation communication with potential participants; anticipating out-of-scope volunteer participants; and accounting for unanticipated actions of participants. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125005065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reflecting on pedagogy and curricula that have shaped the field of community psychology, we review the history of training community psychologists since the field’s inception in the United States. We then examine relevant academic literature documenting how digital technologies in the 21st century have been successfully used in community-based participatory research (CBPR) studies conducted by community psychologists to promote engaged scholarship, the field’s core values (e.g. sense of community, social justice, collaboration), and its commitment to social change. While early ideas for improving scholars’ training emphasized adopting practices to meet changing community needs, our review of literature on CBPR and other community-engaged scholarly work by community psychologists in the last two decades has revealed that digital technologies’ ability to promote the field’s values and goals still needs to be fully harnessed. Lastly, we offer practical recommendations for community psychology undergraduate and graduate training programs to consider and implement so they can incorporate digital technologies into their programs and harness their potential to promote engaged scholarship, the field’s core values, and its commitment to social change.
{"title":"Training to be a Community Psychologist in the Age of a Digital Revolution","authors":"R. Liboro, Sherry Bell, Martin Van den Berg","doi":"10.15402/esj.v9i1.70785","DOIUrl":"https://doi.org/10.15402/esj.v9i1.70785","url":null,"abstract":"Reflecting on pedagogy and curricula that have shaped the field of community psychology, we review the history of training community psychologists since the field’s inception in the United States. We then examine relevant academic literature documenting how digital technologies in the 21st century have been successfully used in community-based participatory research (CBPR) studies conducted by community psychologists to promote engaged scholarship, the field’s core values (e.g. sense of community, social justice, collaboration), and its commitment to social change. While early ideas for improving scholars’ training emphasized adopting practices to meet changing community needs, our review of literature on CBPR and other community-engaged scholarly work by community psychologists in the last two decades has revealed that digital technologies’ ability to promote the field’s values and goals still needs to be fully harnessed. Lastly, we offer practical recommendations for community psychology undergraduate and graduate training programs to consider and implement so they can incorporate digital technologies into their programs and harness their potential to promote engaged scholarship, the field’s core values, and its commitment to social change. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131505343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tools for Peace (T4P) was a grassroots campaign in the 1980s that mobilized Canadians in every province and territory from diverse walks of life and extended large quantities of material support to Nicaragua’s Sandinista revolution. Despite having been recognized by the Nicaraguan state as one of the most important international solidarity efforts of the Sandinista era, T4P has received strikingly little scholarly attention. The paper analyzes 27 interviews with Tools for Peace participants that were conducted in the mid-1980s for an anthology that was never published, the transcripts of which are now found in the public archives at McMaster University. The interviewees’ words evoke the moods, sentiments, and dispositions that animated T4P. Weaving scholar-activism with arts-informed inquiry, this paper presents those sentiments in a series of found poems that seek to both engage and inspire their readers. Through these poems, the paper evokes the experiential and affective dimensions of international solidarity as it was enacted through this novel historical experience. We suggest that T4P was exemplary of the spirit of solidarity in the global movement in support of the Sandinista revolution, but also unique in its Canadian-ness, leading us to advocate a definition of international solidarity that emphasizes its situatedness, together with its experiential and affective dimensions.
{"title":"A Poetic Tribute to the Spirit of Canada-Nicaragua Solidarity: Tools for Peace","authors":"Lori Hanson, Jonah Walters","doi":"10.15402/esj.v9i1.70821","DOIUrl":"https://doi.org/10.15402/esj.v9i1.70821","url":null,"abstract":" \u0000 Tools for Peace (T4P) was a grassroots campaign in the 1980s that mobilized Canadians in every province and territory from diverse walks of life and extended large quantities of material support to Nicaragua’s Sandinista revolution. Despite having been recognized by the Nicaraguan state as one of the most important international solidarity efforts of the Sandinista era, T4P has received strikingly little scholarly attention. The paper analyzes 27 interviews with Tools for Peace participants that were conducted in the mid-1980s for an anthology that was never published, the transcripts of which are now found in the public archives at McMaster University. The interviewees’ words evoke the moods, sentiments, and dispositions that animated T4P. Weaving scholar-activism with arts-informed inquiry, this paper presents those sentiments in a series of found poems that seek to both engage and inspire their readers. Through these poems, the paper evokes the experiential and affective dimensions of international solidarity as it was enacted through this novel historical experience. We suggest that T4P was exemplary of the spirit of solidarity in the global movement in support of the Sandinista revolution, but also unique in its Canadian-ness, leading us to advocate a definition of international solidarity that emphasizes its situatedness, together with its experiential and affective dimensions. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121089350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The emerging literature on community engagement professionals (Dostilio), who occupy a 'third space' (Whitchurch) between academics and professionals within higher education, has helped construct a potentially unifying identity among staff leading community engagement activity within contemporary post-secondary institutions. This presentation critically engages this literature, and profiles the professional identities of Australian and Canadian postsecondary staff leading the adaptation and adoption of the elective Carnegie Classification for Community Engagement in their institutions. Drawing from interview data of 15 staff responsible for the Carnegie Pilot within their institutions across both Australia and Canada, and employing a narrative inquiry method sensitive to feminist analyses of power and institutional misrecognition (Fraser), we probe the tensions and frustrations of those leading the work of community engagement. We find that although exercising considerable leadership of academic engagement functions, these staff, regardless of their own more hybridized identities as practitioner-scholars or 'prac-academics', are often misrecognized through institutional designations as professional staff. Two staff portraits in particular highlight two sources of misrecognition: gender intersecting with race, and from the relegation of community engagement to an external relations function that runs parallel to the core academic purposes of the institution. The Carnegie Pilots in Canada and Australia represent a valuable attempt to institutionalize community engagement as the critical third mission of higher education. Yet the experiences of these staff also attest to an ambivalence about community engagement within the academy, and the people leading this work, particularly in the most research-intensive and most established universities in each nation.
{"title":"You’re Getting Two For One With Me: Difficult New Sites Of Community Engagement Leadership Within Higher Education","authors":"David Peacock, Katy Campbell","doi":"10.15402/esj.v9i1.70790","DOIUrl":"https://doi.org/10.15402/esj.v9i1.70790","url":null,"abstract":"The emerging literature on community engagement professionals (Dostilio), who occupy a 'third space' (Whitchurch) between academics and professionals within higher education, has helped construct a potentially unifying identity among staff leading community engagement activity within contemporary post-secondary institutions. This presentation critically engages this literature, and profiles the professional identities of Australian and Canadian postsecondary staff leading the adaptation and adoption of the elective Carnegie Classification for Community Engagement in their institutions. Drawing from interview data of 15 staff responsible for the Carnegie Pilot within their institutions across both Australia and Canada, and employing a narrative inquiry method sensitive to feminist analyses of power and institutional misrecognition (Fraser), we probe the tensions and frustrations of those leading the work of community engagement. We find that although exercising considerable leadership of academic engagement functions, these staff, regardless of their own more hybridized identities as practitioner-scholars or 'prac-academics', are often misrecognized through institutional designations as professional staff. Two staff portraits in particular highlight two sources of misrecognition: gender intersecting with race, and from the relegation of community engagement to an external relations function that runs parallel to the core academic purposes of the institution. The Carnegie Pilots in Canada and Australia represent a valuable attempt to institutionalize community engagement as the critical third mission of higher education. Yet the experiences of these staff also attest to an ambivalence about community engagement within the academy, and the people leading this work, particularly in the most research-intensive and most established universities in each nation. \u0000 ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126747343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Sardarli, Evelyn Siegfried, Ida Swan, Timothy Panas, Andrei Volodin, Leta Kingfisher, William Patterson, Sandra Timsic
The project, supported by the Department of Canadian Heritage, was conducted by scholars from First Nations University of Canada (FNUniv), University of Regina (U of R) and Royal Saskatchewan Museum (RSM) in 2018 - 2020, in collaboration with Sturgeon Lake and Pelican Narrows First Nations communities. More than forty people, including Elders and students, participated in this project. The research Ethics review was done by U of R. We also consulted with Elders regarding the research Ethics protocols during the individual meetings, ceremonies and workshops in Pelican Narrows and Sturgeon Lake. Research assistants (Indigenous students) were trained (Indigenous studies and the basics of archaeology) for working in First Nations communities and at the RSM. We interviewed Elders and Knowledge Keepers from Pelican Narrows and Sturgeon Lake and recorded their oral stories; collected Indigenous artifacts in these communities and selected samples from RSM collections for physical measurements at the Scanning Electron Microscope Laboratory of the University of Alberta, Saskatchewan Isotope Laboratory of the University of Saskatchewan and André E. Lalonde Accelerator Mass Spectrometry Laboratory of the University of Ottawa. Then we carried out the statistical analysis of the obtained data. The preliminary results of the project were presented to community members.
该项目由加拿大遗产部支持，由加拿大第一民族大学(FNUniv)、里贾纳大学(U of R)和萨斯喀彻温皇家博物馆(RSM)的学者在2018 - 2020年与鲟鱼湖和鹈鹕海峡第一民族社区合作进行。包括长者和学生在内的四十多人参与了这个项目。研究伦理审查由犹他大学完成。在鹈鹕海峡和鲟鱼湖举行的个别会议、仪式和研讨会期间，我们还咨询了Elders关于研究伦理协议的意见。对研究助理(土著学生)进行了培训(土著研究和考古学基础知识)，以便在第一民族社区和RSM工作。我们采访了来自鹈鹕海峡和鲟鱼湖的长老和知识守护者，记录了他们的口头故事;收集了这些社区的土著文物，并从RSM藏品中选择了样品，在阿尔伯塔大学的扫描电子显微镜实验室、萨斯喀彻温大学的萨斯喀彻温同位素实验室和渥太华大学的安德烈·e·拉朗德加速器质谱实验室进行了物理测量。然后对得到的数据进行统计分析。该项目的初步结果已提交给社区成员。
{"title":"Studies of Physical Parameters of Indigenous Artifacts. Collecting and Preserving the Relating Oral Stories","authors":"A. Sardarli, Evelyn Siegfried, Ida Swan, Timothy Panas, Andrei Volodin, Leta Kingfisher, William Patterson, Sandra Timsic","doi":"10.15402/esj.v8i4.70756","DOIUrl":"https://doi.org/10.15402/esj.v8i4.70756","url":null,"abstract":"The project, supported by the Department of Canadian Heritage, was conducted by scholars from First Nations University of Canada (FNUniv), University of Regina (U of R) and Royal Saskatchewan Museum (RSM) in 2018 - 2020, in collaboration with Sturgeon Lake and Pelican Narrows First Nations communities. More than forty people, including Elders and students, participated in this project. The research Ethics review was done by U of R. We also consulted with Elders regarding the research Ethics protocols during the individual meetings, ceremonies and workshops in Pelican Narrows and Sturgeon Lake. Research assistants (Indigenous students) were trained (Indigenous studies and the basics of archaeology) for working in First Nations communities and at the RSM. We interviewed Elders and Knowledge Keepers from Pelican Narrows and Sturgeon Lake and recorded their oral stories; collected Indigenous artifacts in these communities and selected samples from RSM collections for physical measurements at the Scanning Electron Microscope Laboratory of the University of Alberta, Saskatchewan Isotope Laboratory of the University of Saskatchewan and André E. Lalonde Accelerator Mass Spectrometry Laboratory of the University of Ottawa. Then we carried out the statistical analysis of the obtained data. The preliminary results of the project were presented to community members.","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124089248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Kaida, Jill Anderson, Christine Barnard, L. Bartram, Daniel Bert, Sheelagh Carpendale, Charmaine Dean, Donald Estep, J. Etowa, M. Gislason, Genesa Greening, Mehrdad Hariri, Dawn Hoogeveen, Dalya Israel, A. Johal, A. Kennedy, K. McKenzie, R. Mendenhall, Nahed Mourad, V. Nicholson, Kelly Nolan, Zoë Osborne, Fred Popowich, Alexa Reedman, John Simpson, Julia Smith, M. Smith
In Canada, community and policy leaders have issued urgent calls to collect, analyze, and mobilize disaggregated data to inform equity-oriented initiatives aimed at addressing systemic racism and gender inequity, as well as other social inequities. This essay presents critical reflections from a national Roundtable discussion regarding how meaningful community engagement within academia–community–government research collaborations offers the opportunity to harness disaggregated data and advanced analytics to centre and address the priorities of equity-deserving and sovereignty-seeking groups. Participants emphasized four key priorities: (1) Building equitable and engaged partnerships that centre community-driven priorities and address structural barriers to community engagement; (2) Co-creating ethical data governance policies and infrastructure to support community data ownership and access; (3) Stimulating innovation and pursuing community involvement to create contextualized, advanced analyses and effective visualizations of disaggregated data; and (4) Building the capacity of all partners to effectively contribute to partnership goals. Capacity building was viewed as a bridge across a diversity of lived and professional expertise, enabling intersectoral research teams to collaborate in culturally safe and respectful ways. Beyond identifying key structural barriers impeding the promise of disaggregated data, we present practical opportunities for innovation in community-engaged scholarship to address social justice challenges in Canada.
{"title":"Realizing the Promise of Disaggregated Data and Analytics for Social Justice Through Community Engagement and Intersectoral Research Partnerships","authors":"A. Kaida, Jill Anderson, Christine Barnard, L. Bartram, Daniel Bert, Sheelagh Carpendale, Charmaine Dean, Donald Estep, J. Etowa, M. Gislason, Genesa Greening, Mehrdad Hariri, Dawn Hoogeveen, Dalya Israel, A. Johal, A. Kennedy, K. McKenzie, R. Mendenhall, Nahed Mourad, V. Nicholson, Kelly Nolan, Zoë Osborne, Fred Popowich, Alexa Reedman, John Simpson, Julia Smith, M. Smith","doi":"10.15402/esj.v8i4.70792","DOIUrl":"https://doi.org/10.15402/esj.v8i4.70792","url":null,"abstract":"In Canada, community and policy leaders have issued urgent calls to collect, analyze, and mobilize disaggregated data to inform equity-oriented initiatives aimed at addressing systemic racism and gender inequity, as well as other social inequities. This essay presents critical reflections from a national Roundtable discussion regarding how meaningful community engagement within academia–community–government research collaborations offers the opportunity to harness disaggregated data and advanced analytics to centre and address the priorities of equity-deserving and sovereignty-seeking groups. Participants emphasized four key priorities: (1) Building equitable and engaged partnerships that centre community-driven priorities and address structural barriers to community engagement; (2) Co-creating ethical data governance policies and infrastructure to support community data ownership and access; (3) Stimulating innovation and pursuing community involvement to create contextualized, advanced analyses and effective visualizations of disaggregated data; and (4) Building the capacity of all partners to effectively contribute to partnership goals. Capacity building was viewed as a bridge across a diversity of lived and professional expertise, enabling intersectoral research teams to collaborate in culturally safe and respectful ways. Beyond identifying key structural barriers impeding the promise of disaggregated data, we present practical opportunities for innovation in community-engaged scholarship to address social justice challenges in Canada. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134446931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Experiential learning offers students the opportunity to gain practical experience with a community or industry partner in their field of study. During the Covid-19 pandemic, many workplaces transitioned from in-person to at-home work environments, and those that did not, often reduced or removed access for non-essential personnel. In this report from the field, multiple viewpoints are shared that emerged from an interdisciplinary panel on experiential learning in the June 2022 Spotlight Series hosted by Teaching and Learning Support Services at the University of Ottawa. These voices “from the field” shed light on the impact of uncertain times on experiential learning and, collectively, focus on identifying challenges, implementing strategies and good practices, and sharing recommendations moving forward.
{"title":"Adapting Experiential Learning in Times of Uncertainty: Challenges, Strategies, and Recommendations Moving Forward","authors":"Eileen O'Connor, Emily Marcogliese, H. Anis, Gaelle Faye, Alison Flynn, Ellis Hayman, Jamel Stambouli","doi":"10.15402/esj.v8i4.70793","DOIUrl":"https://doi.org/10.15402/esj.v8i4.70793","url":null,"abstract":"Experiential learning offers students the opportunity to gain practical experience with a community or industry partner in their field of study. During the Covid-19 pandemic, many workplaces transitioned from in-person to at-home work environments, and those that did not, often reduced or removed access for non-essential personnel. In this report from the field, multiple viewpoints are shared that emerged from an interdisciplinary panel on experiential learning in the June 2022 Spotlight Series hosted by Teaching and Learning Support Services at the University of Ottawa. These voices “from the field” shed light on the impact of uncertain times on experiential learning and, collectively, focus on identifying challenges, implementing strategies and good practices, and sharing recommendations moving forward. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114991551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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