Co-editor of this issue David Peacock interviews Stephen Huddart (President and CEO) and Chad Lubelsky (Program Director) of the McConnell Foundation, a historic supporter of postsecondary education across Canada. McConnell’s investments in community service-learning, social entrepreneurial and innovation activities and social infrastructure programs and dialogues have made them a significant partner for many Canadian higher education institutions. Yet not all community-campus engagement scholars and practitioners, and Engaged Scholar readers, may have heard McConnell articulate for itself its aims and goals for Canadian higher education and society. This interview canvasses the scope of McConnell’s work and interests in community-campus engagement, and sheds light on the actions of an influential private actor in the postsecondary sector.
{"title":"Funding Social Innovation in Canada: A Conversation with Stephen Huddart and Chad Lubelsky of the McConnell Foundation","authors":"D. Peacock, Steven Huddart, Chad Lubelsky","doi":"10.15402/ESJ.V4I2.61751","DOIUrl":"https://doi.org/10.15402/ESJ.V4I2.61751","url":null,"abstract":"Co-editor of this issue David Peacock interviews Stephen Huddart (President and CEO) and Chad Lubelsky (Program Director) of the McConnell Foundation, a historic supporter of postsecondary education across Canada. McConnell’s investments in community service-learning, social entrepreneurial and innovation activities and social infrastructure programs and dialogues have made them a significant partner for many Canadian higher education institutions. Yet not all community-campus engagement scholars and practitioners, and Engaged Scholar readers, may have heard McConnell articulate for itself its aims and goals for Canadian higher education and society. This interview canvasses the scope of McConnell’s work and interests in community-campus engagement, and sheds light on the actions of an influential private actor in the postsecondary sector. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"302 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116367604","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}
C. Tremblay, Robyn Spilker, R. Nagel, Jennifer C. Robinson, Leslie Brown
Inter-organizational networks are proliferating as a tool for community-university engagement (CUE). Focusing on three Canadian inter-organizational networks that bring communities and universities together, Community Based Research Canada (CBRC), the Pacific Housing Research Network (PHRN) and the Indigenous Child Well-being Research Network, this paper identifies key criteria for assessing these networks’ outcomes and highlights factors that contribute to these networks’ challenges and successes. This work is part of a growing body of scholarship seeking to better understand the role and contribution of networks in society and more specifically how the outcomes of these engagements might benefit and enhance collaborative research partnerships between civil society and higher education institutions. The results illuminate lessons learned from each of these three networks and their members. These findings inform broader research into community-university engagement networks and illustrate how these types of engagements can help build a stronger knowledge democracy in Canada and elsewhere.
{"title":"Assessing the Outcomes of Community-University Engagement Networks in a Canadian Context","authors":"C. Tremblay, Robyn Spilker, R. Nagel, Jennifer C. Robinson, Leslie Brown","doi":"10.15402/ESJ.V3I2.328","DOIUrl":"https://doi.org/10.15402/ESJ.V3I2.328","url":null,"abstract":" Inter-organizational networks are proliferating as a tool for community-university engagement (CUE). Focusing on three Canadian inter-organizational networks that bring communities and universities together, Community Based Research Canada (CBRC), the Pacific Housing Research Network (PHRN) and the Indigenous Child Well-being Research Network, this paper identifies key criteria for assessing these networks’ outcomes and highlights factors that contribute to these networks’ challenges and successes. This work is part of a growing body of scholarship seeking to better understand the role and contribution of networks in society and more specifically how the outcomes of these engagements might benefit and enhance collaborative research partnerships between civil society and higher education institutions. The results illuminate lessons learned from each of these three networks and their members. These findings inform broader research into community-university engagement networks and illustrate how these types of engagements can help build a stronger knowledge democracy in Canada and elsewhere.","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133667935","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}
R. Gokiert, B. Kingsley, C. Poth, Karen Edwards, Btissam El Hassar, Lisa N. Tink, M. Tremblay, Ken Cor, J. Springett, S. Hopkins
This reflective essay traces the development of an evaluation capacity building network within the early childhood development field. First, we describe the context for building the network using a community-based participatory approach and provide rationale for our specific focus on early childhood development. Second, we provide an explanation of the purpose and processes involved in three areas of significant engagement: partner, stakeholder, and student. We reflect on the methods of engagement used across these three areas and their impact on the outcomes that we achieved. Finally, we conclude the paper with some final considerations for guiding engaged scholars and with the next steps in our own work.
{"title":"Developing an Evaluation Capacity Building Network in the Field of Early Childhood Development","authors":"R. Gokiert, B. Kingsley, C. Poth, Karen Edwards, Btissam El Hassar, Lisa N. Tink, M. Tremblay, Ken Cor, J. Springett, S. Hopkins","doi":"10.15402/ESJ.V3I2.333","DOIUrl":"https://doi.org/10.15402/ESJ.V3I2.333","url":null,"abstract":"This reflective essay traces the development of an evaluation capacity building network within the early childhood development field. First, we describe the context for building the network using a community-based participatory approach and provide rationale for our specific focus on early childhood development. Second, we provide an explanation of the purpose and processes involved in three areas of significant engagement: partner, stakeholder, and student. We reflect on the methods of engagement used across these three areas and their impact on the outcomes that we achieved. Finally, we conclude the paper with some final considerations for guiding engaged scholars and with the next steps in our own work.","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125489093","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}
There has been increased interest in how researchers might collaborate with end users to increase the impact of their work. In Canada, efforts to extend research impact beyond academia are called knowledge mobilization (KMb). This study surveyed SSHRC- funded educational researchers to assess their KMb efforts in relation to three areas: stakeholder engagement (target audience and frequency of interaction), dissemination mechanisms (intermediaries, networks, media, online tools), and research impact (research-related, service/practice, policy, societal). Findings: 70% of researchers reported regularly interacting with target audiences. Types of interactions included getting to know target audiences (71%), discussing research results (65%), and dedicating resources for capacity building (45%). Researchers reported impacts in relation to research (76%), service/practice (67%), and policy (35%), and societal impacts (35%). Researchers felt very well prepared to create plain language summaries of their work (54%), and collaborate with stakeholders (45%), but much less prepared to deal with media (32%), work with intermediaries (22%), or use technology to disseminate their work (16%). Implications for engaged scholarship are articulated in five areas: prioritization and co-production; packaging and push; facilitating pull; exchange; and improving climate for research use by building demand.
{"title":"How are Educational Researchers Interacting with End-users to Increase Impact?","authors":"Amanda Cooper","doi":"10.15402/ESJ.V3I2.335","DOIUrl":"https://doi.org/10.15402/ESJ.V3I2.335","url":null,"abstract":" There has been increased interest in how researchers might collaborate with end users to increase the impact of their work. In Canada, efforts to extend research impact beyond academia are called knowledge mobilization (KMb). This study surveyed SSHRC- funded educational researchers to assess their KMb efforts in relation to three areas: stakeholder engagement (target audience and frequency of interaction), dissemination mechanisms (intermediaries, networks, media, online tools), and research impact (research-related, service/practice, policy, societal). Findings: 70% of researchers reported regularly interacting with target audiences. Types of interactions included getting to know target audiences (71%), discussing research results (65%), and dedicating resources for capacity building (45%). Researchers reported impacts in relation to research (76%), service/practice (67%), and policy (35%), and societal impacts (35%). Researchers felt very well prepared to create plain language summaries of their work (54%), and collaborate with stakeholders (45%), but much less prepared to deal with media (32%), work with intermediaries (22%), or use technology to disseminate their work (16%). Implications for engaged scholarship are articulated in five areas: prioritization and co-production; packaging and push; facilitating pull; exchange; and improving climate for research use by building demand.","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130155388","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}
Although there is a growing interest in Indigenous research, education regarding how to put Indigenous research into practice is not often part of academic training. To increase the awareness of how Indigenous methodologies can be applied to academic research, we describe how we used Bribri Indigenous teachings to develop a Ph.D. research methodology for a food security project in Costa Rica. Our research approach was based on a Bribri concept related to cooperation, ulàpeitök; this concept guided our work and helped to reduce the negative consequences associated with conventional research with Indigenous people (e.g., extractive practices, reinforcement of gender inequality, misrepresenting cultural information). We identified three considerations that may be useful for other scholars applying Indigenous teachings to academic research: 1) build flexibility into the entire research program, 2) ensure that community-level and university-level researchers are willing to play multiple roles beyond those associated with conventional research, and 3) proceed with an ethic of friendship. Our work is relevant to scholars working in Indigenous/non-Indigenous research teams that aim to transform conventional research approaches to ensure that they support human rights, equity, and cultural continuity. In Costa Rica, our research is specifically relevant to building wider acceptance of Indigenous methodologies in higher education.
{"title":"Ulàpeitök: Using Bribri Indigenous Teachings to Develop a Ph.D. Research Methodology","authors":"O. Sylvester, A. Segura","doi":"10.15402/ESJ.V3I2.336","DOIUrl":"https://doi.org/10.15402/ESJ.V3I2.336","url":null,"abstract":"Although there is a growing interest in Indigenous research, education regarding how to put Indigenous research into practice is not often part of academic training. To increase the awareness of how Indigenous methodologies can be applied to academic research, we describe how we used Bribri Indigenous teachings to develop a Ph.D. research methodology for a food security project in Costa Rica. Our research approach was based on a Bribri concept related to cooperation, ulàpeitök; this concept guided our work and helped to reduce the negative consequences associated with conventional research with Indigenous people (e.g., extractive practices, reinforcement of gender inequality, misrepresenting cultural information). We identified three considerations that may be useful for other scholars applying Indigenous teachings to academic research: 1) build flexibility into the entire research program, 2) ensure that community-level and university-level researchers are willing to play multiple roles beyond those associated with conventional research, and 3) proceed with an ethic of friendship. Our work is relevant to scholars working in Indigenous/non-Indigenous research teams that aim to transform conventional research approaches to ensure that they support human rights, equity, and cultural continuity. In Costa Rica, our research is specifically relevant to building wider acceptance of Indigenous methodologies in higher education.","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114831549","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}
With the intention of generating critical discussion, in this paper the authors examine the complexities of doing decolonizing research within colonial institutions. Drawing on their experiences as co-investigators on a large scale partnership grant involving Indigenous and non-Indigenous partners doing community-based research in Indigenous communities, they tell a cautionary tale about confronting and working through the challenges. Specifically addressing communication, decision-making, internalized colonialism and research relationships, the authors conclude that while these kinds of partnership grants involve struggle, in the end the effort is necessary.
{"title":"Doing Indigenous Community-University Research Partnerships: A Cautionary Tale","authors":"Kathleen E. Absolon, S. Dion","doi":"10.15402/esj.v3i2.334","DOIUrl":"https://doi.org/10.15402/esj.v3i2.334","url":null,"abstract":"With the intention of generating critical discussion, in this paper the authors examine the complexities of doing decolonizing research within colonial institutions. Drawing on their experiences as co-investigators on a large scale partnership grant involving Indigenous and non-Indigenous partners doing community-based research in Indigenous communities, they tell a cautionary tale about confronting and working through the challenges. Specifically addressing communication, decision-making, internalized colonialism and research relationships, the authors conclude that while these kinds of partnership grants involve struggle, in the end the effort is necessary.","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134511229","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}
In this section, co-editor of this issue Nancy Van Styvendale interviews Joan Kuyek, an Ontario-based social and environmental justice activist with nearly fifty years of experience as a community organizer and educator. The interview discusses the realities, challenges, and benefits of such community-university partnerships, including the more specific experience of working with faculty and students involved in community service-learning (CSL).
{"title":"Community-University Partnerships for Social Justice: An Interview with Joan Kuyek","authors":"J. Kuyek, Nancy Van Styvendale","doi":"10.15402/esj.v4i1.325","DOIUrl":"https://doi.org/10.15402/esj.v4i1.325","url":null,"abstract":"In this section, co-editor of this issue Nancy Van Styvendale interviews Joan Kuyek, an Ontario-based social and environmental justice activist with nearly fifty years of experience as a community organizer and educator. The interview discusses the realities, challenges, and benefits of such community-university partnerships, including the more specific experience of working with faculty and students involved in community service-learning (CSL).","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114788790","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}
Since 2007, the Humanities for Humanity (“H4H”) course has brought together student experience beyond the classroom, educational experiences for community members who could not otherwise attend university, discussion of social justice, and studies in the humanities. By discussing a selection of rich and influential primary texts from the humanities, course members are introduced to a rudimentary history of the present, focussing on who we have become as members of a concrete social and political reality intersected by capitalism, bureaucracy, liberalism, socialism, anti-essentialism, and post-colonialism. Both the texts and the student-participant encounters are rich, and the sessions are guided by two central classical ideals: the activity of learning is primarily an end in itself, and the most important thing to learn may be who we are. The core course content of H4H is outlined, and the ways in which H4H connects student mentors and community participants are discussed. Implications are drawn regarding what makes H4H a unique form of community service-learning in which service is virtually eclipsed by learning in a process that subverts barriers between people.
{"title":"Humanities for Humanity","authors":"John Duncan","doi":"10.15402/esj.v4i1.316","DOIUrl":"https://doi.org/10.15402/esj.v4i1.316","url":null,"abstract":"Since 2007, the Humanities for Humanity (“H4H”) course has brought together student experience beyond the classroom, educational experiences for community members who could not otherwise attend university, discussion of social justice, and studies in the humanities. By discussing a selection of rich and influential primary texts from the humanities, course members are introduced to a rudimentary history of the present, focussing on who we have become as members of a concrete social and political reality intersected by capitalism, bureaucracy, liberalism, socialism, anti-essentialism, and post-colonialism. Both the texts and the student-participant encounters are rich, and the sessions are guided by two central classical ideals: the activity of learning is primarily an end in itself, and the most important thing to learn may be who we are. The core course content of H4H is outlined, and the ways in which H4H connects student mentors and community participants are discussed. Implications are drawn regarding what makes H4H a unique form of community service-learning in which service is virtually eclipsed by learning in a process that subverts barriers between people.","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114913146","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}
Anchored by the question of what is needed for community service-learning (CSL) to continue to grow in Canada, this paper proposes three principles for effective campus-community engagement (CCE): 1) communities need to feel ownership of community-campus partnerships; 2) post-secondary institutions need to make the route to engagement clearer and easier to navigate for their communities; and 3) post-secondary institutions need to ensure infrastructure to support students, staff, faculty, and community involved in CCE. Aspiring toward better futures for CSL in this country, the author offers possible solutions for and approaches to CCE based on her observations, reflections, knowledge, and experience as former Director of the Canadian Alliance for Community Service-Learning (CACSL).
针对社区服务学习(CSL)在加拿大持续发展所需要的问题，本文提出了有效的校园-社区参与(CCE)的三个原则:1)社区需要感受到社区-校园伙伴关系的所有权;2)高等教育机构需要为其社区提供更清晰、更容易导航的参与途径;3)高等教育机构需要确保基础设施，以支持参与CCE的学生、教职员工和社区。作者以加拿大社区服务学习联盟(Canadian Alliance for Community Service-Learning, CACSL)前主任的观察、思考、知识和经验为基础，展望加拿大社区服务学习的美好未来，提出了可能的解决方案和方法。
{"title":"The Future of Community Service-Learning in Canada","authors":"G. Briggs","doi":"10.15402/esj.v4i1.319","DOIUrl":"https://doi.org/10.15402/esj.v4i1.319","url":null,"abstract":"Anchored by the question of what is needed for community service-learning (CSL) to continue to grow in Canada, this paper proposes three principles for effective campus-community engagement (CCE): 1) communities need to feel ownership of community-campus partnerships; 2) post-secondary institutions need to make the route to engagement clearer and easier to navigate for their communities; and 3) post-secondary institutions need to ensure infrastructure to support students, staff, faculty, and community involved in CCE. Aspiring toward better futures for CSL in this country, the author offers possible solutions for and approaches to CCE based on her observations, reflections, knowledge, and experience as former Director of the Canadian Alliance for Community Service-Learning (CACSL).","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114243563","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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