Brent Brodie, Shawna Teper, Byron Gray, L. Schwartzentruber
This article investigates how strategic community partnerships form the bedrock of successful institutional community engagement activities. In this investigation, these engagements encourage institutional practitioners to consider how truly effective community economic development materializes when the university assumes a reactionary role by tailoring activity to respond to outcomes community defines for itself. Using the formation and development of York Unviersity’s successful social procurement program as test case, the article explores how key community partnerships have led to successful program outcomes – which, to date, have amounted to over $8million spent on diverse suppliers and 63 apprenticeship opportunities created. To demonstrate this evidence, the article considers how to identify and align with community champions to create tangible outcomes as well as how those defined outcomes are translated into creating activities that are aligned with what the institution can reasonably deliver to achieve the community’s stated outcomes. In this article, this will be considered as it explores York’s Social Procurement Vendor Portal and how its formation and refinement was directly attributed to community need. Finally, the investigation considers the interplay between how institutions can design impactful reporting that responds to community need.
{"title":"Intersecting Assets","authors":"Brent Brodie, Shawna Teper, Byron Gray, L. Schwartzentruber","doi":"10.18060/27711","DOIUrl":"https://doi.org/10.18060/27711","url":null,"abstract":"This article investigates how strategic community partnerships form the bedrock of successful institutional community engagement activities. In this investigation, these engagements encourage institutional practitioners to consider how truly effective community economic development materializes when the university assumes a reactionary role by tailoring activity to respond to outcomes community defines for itself. Using the formation and development of York Unviersity’s successful social procurement program as test case, the article explores how key community partnerships have led to successful program outcomes – which, to date, have amounted to over $8million spent on diverse suppliers and 63 apprenticeship opportunities created. To demonstrate this evidence, the article considers how to identify and align with community champions to create tangible outcomes as well as how those defined outcomes are translated into creating activities that are aligned with what the institution can reasonably deliver to achieve the community’s stated outcomes. In this article, this will be considered as it explores York’s Social Procurement Vendor Portal and how its formation and refinement was directly attributed to community need. Finally, the investigation considers the interplay between how institutions can design impactful reporting that responds to community need.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":"123 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141811828","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}
Anthony Dissen, Daniel Fidalgo Tomé, Terrell Danley, Andre Coelho, Ph.D Camille Range
First-generation college students experience disproportionate levels of stress, anxiety, and lack of preparation for undergraduate education in comparison to their multi-generational peers in relation to their levels of financial support and literacy. This impacts on their levels of resiliency, their physical and mental wellbeing, academic success, and levels of attrition. This not only has impacts on their health and wellbeing in the present, but can also negatively impact both their health and their career trajectory in the future as well. Using a 2-phase approach, researchers collected both quantitative and qualitative data related to how first-generation EOF students think about the role of financial literacy, and in particular Federal Work Study, as a component of their current and future health status and academic success. Qualitative analysis gave rise to 3 themes related to student feelings of stress, pressure/obligation, lack of preparation, and uncertainty about the role of college education in their current and future lives. Findings are shared in order to better inform and guide institutions of higher education on how to best educate and support their first-generation students, particularly in how to aid these students in improving their financial literacy and financial support to improve resiliency, wellbeing, and academic success.
{"title":"Finances and Future Health","authors":"Anthony Dissen, Daniel Fidalgo Tomé, Terrell Danley, Andre Coelho, Ph.D Camille Range","doi":"10.18060/27706","DOIUrl":"https://doi.org/10.18060/27706","url":null,"abstract":"First-generation college students experience disproportionate levels of stress, anxiety, and lack of preparation for undergraduate education in comparison to their multi-generational peers in relation to their levels of financial support and literacy. This impacts on their levels of resiliency, their physical and mental wellbeing, academic success, and levels of attrition. This not only has impacts on their health and wellbeing in the present, but can also negatively impact both their health and their career trajectory in the future as well. Using a 2-phase approach, researchers collected both quantitative and qualitative data related to how first-generation EOF students think about the role of financial literacy, and in particular Federal Work Study, as a component of their current and future health status and academic success. Qualitative analysis gave rise to 3 themes related to student feelings of stress, pressure/obligation, lack of preparation, and uncertainty about the role of college education in their current and future lives. Findings are shared in order to better inform and guide institutions of higher education on how to best educate and support their first-generation students, particularly in how to aid these students in improving their financial literacy and financial support to improve resiliency, wellbeing, and academic success.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":"124 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141811501","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 research examines the significance of higher education institutions (HEIs) as anchors in their host cities and their community engagement strategies from 1980 to 2020. By examining four case studies of urban-based universities that are members of the Coalition of Urban and Metropolitan Universities (CUMU) across diverse geographical and socio-economic contexts, this study analyzes the impact of anchor strategies on local communities, economic growth, and urban revitalization. Two public institutions—Rutgers University-Newark (RU-N) and the University of Pretoria (Mamelodi Campus, South Africa)—and two private institutions—Syracuse University (S.U.) and the University of Pennsylvania (UPenn)—comprise the four selected institutions. Comparative analysis of the case studies reveals that effective anchor strategies frequently involve multidimensional approaches that address their respective cities' social, economic, and public safety challenges. In addition, I identify the key factors contributing to the efficacy of anchor strategies, such as strong leadership, stakeholder collaboration, and maximizing the role of foundations and long-term vision. The findings of my study highlight the significance of universities as significant agents of urban change in guiding policymakers, urban planners, and higher education administrators who seek to harness the potential of universities in shaping sustainable and inclusive community engagement. My findings highlight the interplay between universities and their environments rooted in their host cities.
{"title":"Evolving Dynamics of Higher Education Institutions and Their Cities (1980-2020)","authors":"Michael Conteh","doi":"10.18060/27714","DOIUrl":"https://doi.org/10.18060/27714","url":null,"abstract":"This research examines the significance of higher education institutions (HEIs) as anchors in their host cities and their community engagement strategies from 1980 to 2020. By examining four case studies of urban-based universities that are members of the Coalition of Urban and Metropolitan Universities (CUMU) across diverse geographical and socio-economic contexts, this study analyzes the impact of anchor strategies on local communities, economic growth, and urban revitalization. Two public institutions—Rutgers University-Newark (RU-N) and the University of Pretoria (Mamelodi Campus, South Africa)—and two private institutions—Syracuse University (S.U.) and the University of Pennsylvania (UPenn)—comprise the four selected institutions. \u0000Comparative analysis of the case studies reveals that effective anchor strategies frequently involve multidimensional approaches that address their respective cities' social, economic, and public safety challenges. In addition, I identify the key factors contributing to the efficacy of anchor strategies, such as strong leadership, stakeholder collaboration, and maximizing the role of foundations and long-term vision. \u0000The findings of my study highlight the significance of universities as significant agents of urban change in guiding policymakers, urban planners, and higher education administrators who seek to harness the potential of universities in shaping sustainable and inclusive community \u0000engagement. My findings highlight the interplay between universities and their environments rooted in their host cities.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":"23 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141813568","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}
Traditional student support services offered by universities are broad and varied; however, many of these fall under either student or academic affairs and are located centrally on campus. Offering a decentralized, college-specific model of student support and retention that partners with both academic and student affairs allows for a holistic, integrated approach to student resources that is easily accessed within a student’s own academic area. UA Little Rock has implemented this innovative model by housing a licensed social worker in each main campus college. These social workers provide case management services ranging from triage of at-risk students to coordination of on-campus and community resources. Each social worker is also able to provide a limited number of small micro-grants as emergency funds. Primary goals of this initiative include increased student use of the case management services, increased faculty referrals, improved student retention, evaluation of interventions, and student satisfaction. Pilot evaluation data indicates that a diverse population of students across multiple disciplines are utilizing these services and that retention rates for students receiving case management services differs based on their presenting issue(s). To support ongoing evaluation of services, there is a need to more clearly standardize data collection without disruption to practice.
{"title":"Student Support and Retention","authors":"Shannon Collier-Tenison, Mia Polk-Hampton","doi":"10.18060/27713","DOIUrl":"https://doi.org/10.18060/27713","url":null,"abstract":"Traditional student support services offered by universities are broad and varied; however, many of these fall under either student or academic affairs and are located centrally on campus. Offering a decentralized, college-specific model of student support and retention that partners with both academic and student affairs allows for a holistic, integrated approach to student resources that is easily accessed within a student’s own academic area. UA Little Rock has implemented this innovative model by housing a licensed social worker in each main campus college. These social workers provide case management services ranging from triage of at-risk students to coordination of on-campus and community resources. Each social worker is also able to provide a limited number of small micro-grants as emergency funds. Primary goals of this initiative include increased student use of the case management services, increased faculty referrals, improved student retention, evaluation of interventions, and student satisfaction. Pilot evaluation data indicates that a diverse population of students across multiple disciplines are utilizing these services and that retention rates for students receiving case management services differs based on their presenting issue(s). To support ongoing evaluation of services, there is a need to more clearly standardize data collection without disruption to practice.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":"133 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141811567","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}
Jeremy Young, Neijma Celestine-Donnor, Jacqueline Allain
Across the United States today, college campuses face two major distinct but interrelated challenges. The first is a legislative threat. Since 2021, state legislatures have enacted 15 laws or policies in 11 states that directly undermine university autonomy and academic freedom. As of this writing, 119 legislative restrictions on higher education have been introduced in 34 states since 2021, and there are now 14 states with such a legislative or policy restriction. The second threat has to do with how university administrators and other campus stakeholders respond to political tensions on campus in a manner that upholds both the prerogatives of inclusivity and robust protections for academic freedom. This article examines these two challenges in tandem, offering guidelines for how to champion academic freedom and free expression while simultaneously fostering inclusive campus communities. Both goals, we argue, are crucial to upholding higher education’s democratic mission.
{"title":"Diversity and Free Expression in Higher Education","authors":"Jeremy Young, Neijma Celestine-Donnor, Jacqueline Allain","doi":"10.18060/28401","DOIUrl":"https://doi.org/10.18060/28401","url":null,"abstract":"Across the United States today, college campuses face two major distinct but interrelated challenges. The first is a legislative threat. Since 2021, state legislatures have enacted 15 laws or policies in 11 states that directly undermine university autonomy and academic freedom. As of this writing, 119 legislative restrictions on higher education have been introduced in 34 states since 2021, and there are now 14 states with such a legislative or policy restriction. The second threat has to do with how university administrators and other campus stakeholders respond to political tensions on campus in a manner that upholds both the prerogatives of inclusivity and robust protections for academic freedom. This article examines these two challenges in tandem, offering guidelines for how to champion academic freedom and free expression while simultaneously fostering inclusive campus communities. Both goals, we argue, are crucial to upholding higher education’s democratic mission.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":"117 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141811717","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}
Community engagement has seen many changes over the years as scholars studied the field and learned more about its application as a methodology for teaching and learning, as well as conducting research. Henry R. Cunningham, the 2023 Barbara A. Holland Scholar-Administrator Award recipient, discusses some of the evolution in community engagement and identified community impact as an area of great importance to change the public’s negative perception of higher education. The transformation led to the institutionalization of community engagement on campuses where it is integrated into the fabric of the institution. Numerous studies conducted show the benefit to students when they are engaged in the community, and the enhancement to teaching and learning with policies and practices such as faculty professional development to enhance this work. However, we need to look closer at the impact community engagement is having on communities with which we are collaborating and at how this work is helping to improve communities. Demonstrating that higher education is changing communities and improving the lives of individuals through educational attainment, economic development, and healthier communities, as well as in other areas, can change the negative public perception of higher education.
多年来，随着学者们对这一领域的研究，以及对其作为一种教学和学习方法的应用和研究的深入了解，社区参与发生了许多变化。2023 年 "芭芭拉-荷兰学者-管理者奖 "获得者亨利-R-坎宁安（Henry R. Cunningham）探讨了社区参与的一些演变，并指出社区影响是改变公众对高等教育负面看法的一个非常重要的领域。这一转变促使社区参与在校园内制度化，并将其融入到学校的组织结构中。大量的研究表明，学生参与社区活动对他们大有裨益，而教师的专业发展等政策和实践也促进了教学工作。然而，我们需要更仔细地研究社区参与对我们所合作的社区的影响，以及这项工作是如何帮助改善社区的。证明高等教育正在改变社区，并通过提高受教育程度、发展经济、建设更健康的社区以及在其他领域改善个人生活，可以改变公众对高等教育的负面看法。
{"title":"Scholar-Administrators as Leaders","authors":"Henry Cunningham","doi":"10.18060/28020","DOIUrl":"https://doi.org/10.18060/28020","url":null,"abstract":"Community engagement has seen many changes over the years as scholars studied the field and learned more about its application as a methodology for teaching and learning, as well as conducting research. Henry R. Cunningham, the 2023 Barbara A. Holland Scholar-Administrator Award recipient, discusses some of the evolution in community engagement and identified community impact as an area of great importance to change the public’s negative perception of higher education. The transformation led to the institutionalization of community engagement on campuses where it is integrated into the fabric of the institution. Numerous studies conducted show the benefit to students when they are engaged in the community, and the enhancement to teaching and learning with policies and practices such as faculty professional development to enhance this work. However, we need to look closer at the impact community engagement is having on communities with which we are collaborating and at how this work is helping to improve communities. Demonstrating that higher education is changing communities and improving the lives of individuals through educational attainment, economic development, and healthier communities, as well as in other areas, can change the negative public perception of higher education.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":"127 39","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141811458","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}
Carmine Perrotti, Nicholas V. Longo, Julie L. Plaut, Adam Bush
This article highlights the nascent efforts between College Unbound, Brown University, and Providence College—three very different types of institutions in Providence, Rhode Island—to foster cross-institutional capacity for place-based community engagement. By collectively engaging our institutions, we experimented with what collaboration around community engagement might look like within our local context. In this article, we share our approach and reflections in working to cultivate a place-based collaboration that centers community, along with limitations, lessons learned, and next steps. Through our efforts, we situate cross-institutional collaborations as an opportunity for more sustained, collaborative, and transformative work within higher education community engagement.
{"title":"Learning through Collaboration","authors":"Carmine Perrotti, Nicholas V. Longo, Julie L. Plaut, Adam Bush","doi":"10.18060/27708","DOIUrl":"https://doi.org/10.18060/27708","url":null,"abstract":"This article highlights the nascent efforts between College Unbound, Brown University, and Providence College—three very different types of institutions in Providence, Rhode Island—to foster cross-institutional capacity for place-based community engagement. By collectively engaging our institutions, we experimented with what collaboration around community engagement might look like within our local context. In this article, we share our approach and reflections in working to cultivate a place-based collaboration that centers community, along with limitations, lessons learned, and next steps. Through our efforts, we situate cross-institutional collaborations as an opportunity for more sustained, collaborative, and transformative work within higher education community engagement.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":"75 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141812691","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 initial seed of what would later become the Place-Based Justice Network (PBJN) was planted a decade ago when a group of like-minded higher education leaders came together to interrogate the multi-layered relationships between campuses and their intrinsically linked communities. Eventually, a learning community committed to transforming higher education and our communities by deconstructing systems of oppression through place-based community engagement formalized as the Network and has since grown to represent dozens of institutions.
{"title":"A Welcome and Call for Collaborators","authors":"Jamilah Ducar","doi":"10.18060/28046","DOIUrl":"https://doi.org/10.18060/28046","url":null,"abstract":"The initial seed of what would later become the Place-Based Justice Network (PBJN) was planted a decade ago when a group of like-minded higher education leaders came together to interrogate the multi-layered relationships between campuses and their intrinsically linked communities. Eventually, a learning community committed to transforming higher education and our communities by deconstructing systems of oppression through place-based community engagement formalized as the Network and has since grown to represent dozens of institutions.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":"54 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140427605","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}
Extractivism is so often characterized as resource extractivism – the exploitation of a community’s natural resources for economic gain. However, when we think about the relationships between community and university, there are many ways in which the university can take out of the community or benefit to an extent that extracts human, capital, and natural resources. I contend that some of the university-community engagement work that has been done in the last 20 years replicates colonial structures in ways that have harmed communities under the well-intentioned guise of service-learning, community-based learning, or “development.” Drawing on Du Bois (1947) and on Riofrancos’ (2020) work on colonialism and extractivism, this paper will explore the role of the university as both a transformer and oppressor through global learning. I will explore the promise and pitfalls for these engaged pedagogies, and propose pathways to avoiding unjust, extractive practices in the pursuit of learning and student development. I will end with recommendations for just, equitable, and critical community-based global learning and some promising examples.
{"title":"Experiential Extractivism in Service-Learning and Community Engagement","authors":"Sarah Eliza Stanlick","doi":"10.18060/27581","DOIUrl":"https://doi.org/10.18060/27581","url":null,"abstract":"Extractivism is so often characterized as resource extractivism – the exploitation of a community’s natural resources for economic gain. However, when we think about the relationships between community and university, there are many ways in which the university can take out of the community or benefit to an extent that extracts human, capital, and natural resources. I contend that some of the university-community engagement work that has been done in the last 20 years replicates colonial structures in ways that have harmed communities under the well-intentioned guise of service-learning, community-based learning, or “development.” Drawing on Du Bois (1947) and on Riofrancos’ (2020) work on colonialism and extractivism, this paper will explore the role of the university as both a transformer and oppressor through global learning. I will explore the promise and pitfalls for these engaged pedagogies, and propose pathways to avoiding unjust, extractive practices in the pursuit of learning and student development. I will end with recommendations for just, equitable, and critical community-based global learning and some promising examples.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":"18 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140425839","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：