Waipahu Safe Haven Immigrant/Migrant Resource Center (further referred to as Waipahu Safe Haven) was developed using an asset-based Community Center Model approach that acknowledged its community members’ needs, funds of knowledge, and histories while drawing upon their individual and collective resiliency. This paper aims to outline the development of Waipahu Safe Haven and offer insights that can be valuable to others. It highlights a grassroots approach to fostering community empowerment, exemplified by creating a community center that adapts to meet the dynamic needs of the community. Key takeaways and lessons learned include respecting community relationships, leveraging the strengths of partnerships, and recognizing that members’ voices and decision-making are essential. These lessons collectively enrich the understanding of individuals involved in sustained efforts to tackle pressing community issues in a culturally sensitive and inclusive matter. They also enrich the knowledge of those engaging in long-term work to address critical community needs in a culturally appropriate and inclusive way.
{"title":"Honoring Culture and Voice By Empowering the Community: How a Grassroots Community Center Became the Waipahu Safe Haven","authors":"Greg Uchishiba, Vail Matsumoto, Stacy George, Stephanie Furuta","doi":"10.54656/jces.v17i1.465","DOIUrl":"https://doi.org/10.54656/jces.v17i1.465","url":null,"abstract":"Waipahu Safe Haven Immigrant/Migrant Resource Center (further referred to as Waipahu Safe Haven) was developed using an asset-based Community Center Model approach that acknowledged its community members’ needs, funds of knowledge, and histories while drawing upon their individual and collective resiliency. This paper aims to outline the development of Waipahu Safe Haven and offer insights that can be valuable to others. It highlights a grassroots approach to fostering community empowerment, exemplified by creating a community center that adapts to meet the dynamic needs of the community. Key takeaways and lessons learned include respecting community relationships, leveraging the strengths of partnerships, and recognizing that members’ voices and decision-making are essential. These lessons collectively enrich the understanding of individuals involved in sustained efforts to tackle pressing community issues in a culturally sensitive and inclusive matter. They also enrich the knowledge of those engaging in long-term work to address critical community needs in a culturally appropriate and inclusive way.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"70 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141798269","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}
Paula Gerstenblatt, Lisa Luken, Elizabeth Chalmers
This qualitative study explored the experiences of island residents who participated in a collage portraiture workshop. Workshop participants used collage portraiture, an arts-based research method, to tell their stories of island life and engage with fellow community members. Nine island residents participated in the workshop and were interviewed about the experience using a semi-structured interview guide. Interviews were transcribed verbatim, and data analysis revealed three overarching themes: (a) the process of collage portraiture, (b) collage portraiture as storytelling, and (c) future use of collage portraiture. This study contributes to a small body of literature investigating the use of collage portraiture as a method of storytelling and as an arts-based research method for use in community building.
{"title":"Life on the Island: Collage Portraiture and Storytelling as Community Building","authors":"Paula Gerstenblatt, Lisa Luken, Elizabeth Chalmers","doi":"10.54656/jces.v17i1.577","DOIUrl":"https://doi.org/10.54656/jces.v17i1.577","url":null,"abstract":"This qualitative study explored the experiences of island residents who participated in a collage portraiture workshop. Workshop participants used collage portraiture, an arts-based research method, to tell their stories of island life and engage with fellow community members. Nine island residents participated in the workshop and were interviewed about the experience using a semi-structured interview guide. Interviews were transcribed verbatim, and data analysis revealed three overarching themes: (a) the process of collage portraiture, (b) collage portraiture as storytelling, and (c) future use of collage portraiture. This study contributes to a small body of literature investigating the use of collage portraiture as a method of storytelling and as an arts-based research method for use in community building.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"53 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141654160","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}
Navigating the intersection between personal aspirations and societal expectations poses a significant challenge. We as college students share our transformative journey toward embracing community-centric career paths in medicine and veterinary medicine amid the expectations of attending a prestigious institution. Through an educational neuroscience service-learning course led by Dr. Minna Ng, we partnered with our local YMCA AfterSchool Program, designing neuroscience-based activities and forging meaningful connections with students. Reflecting on our experiences, we challenge stereotypes surrounding “prestigious” specialties and female-dominated fields. We underscore the importance of aligning career aspirations with personal values and passions while celebrating the inherent value of community-centric professions within medical fields.
{"title":"Embracing Community-Centric Careers in a Post-Barbie World: Navigating Identity, Expectations, and Impact in Medicine and Veterinary Medicine","authors":"Carmel Falek, Cecilia Joshi, Minna Ng","doi":"10.54656/jces.v17i1.621","DOIUrl":"https://doi.org/10.54656/jces.v17i1.621","url":null,"abstract":"Navigating the intersection between personal aspirations and societal expectations poses a significant challenge. We as college students share our transformative journey toward embracing community-centric career paths in medicine and veterinary medicine amid the expectations of attending a prestigious institution. Through an educational neuroscience service-learning course led by Dr. Minna Ng, we partnered with our local YMCA AfterSchool Program, designing neuroscience-based activities and forging meaningful connections with students. Reflecting on our experiences, we challenge stereotypes surrounding “prestigious” specialties and female-dominated fields. We underscore the importance of aligning career aspirations with personal values and passions while celebrating the inherent value of community-centric professions within medical fields.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"18 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141684906","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}
Joseph Blow, Sandra Lister, Andranell Williams, David Zimmel, Mary-Ellen Brown, K. Stalker, Birgitta Baker
A community-based crime reduction initiative was launched in 2017 in a mid-sized city in the southern U.S. The target neighborhood has been described as experiencing concentrated poverty, high crime rates, and limited opportunities for economic mobility and healthy life outcomes. In this first person account, residents and stakeholders involved in this initiative offered their perspectives at the onset of the project regarding the extent to which the community was ready to undertake the project.
{"title":"Community Perspectives on Readiness and Social Drivers of Crime","authors":"Joseph Blow, Sandra Lister, Andranell Williams, David Zimmel, Mary-Ellen Brown, K. Stalker, Birgitta Baker","doi":"10.54656/jces.v16i2.636","DOIUrl":"https://doi.org/10.54656/jces.v16i2.636","url":null,"abstract":"A community-based crime reduction initiative was launched in 2017 in a mid-sized city in the southern U.S. The target neighborhood has been described as experiencing concentrated poverty, high crime rates, and limited opportunities for economic mobility and healthy life outcomes. In this first person account, residents and stakeholders involved in this initiative offered their perspectives at the onset of the project regarding the extent to which the community was ready to undertake the project.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"20 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141347269","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 dialogue is critical to the success of community development and civic engagement efforts. Facilitated Group Listening (FGL) can be used to foster empathy and critical consciousness across lines of difference in communities, promoting understanding and action. After the killing of Michael Brown by then-officer Darren Wilson in Ferguson, Missouri, a community group in the rural southeastern United States used FGL to foster structured community dialogue between African American community members and law enforcement officers. Engaging in FGL contributed to increased communication and improved empathy among participants. Recommendations for future use of FGL are provided.
{"title":"Toward a Beloved Community: Facilitated Group Listening as a Tool for Community Development and Civic Engagement","authors":"Stacy Smallwood, Kristina Patterson, Kathryn Kaufmann, Tanesha Slocumb, Janice Cawthorn, Anne Odusanya, Danyel Addes","doi":"10.54656/jces.v16i2.513","DOIUrl":"https://doi.org/10.54656/jces.v16i2.513","url":null,"abstract":"Community dialogue is critical to the success of community development and civic engagement efforts. Facilitated Group Listening (FGL) can be used to foster empathy and critical consciousness across lines of difference in communities, promoting understanding and action. After the killing of Michael Brown by then-officer Darren Wilson in Ferguson, Missouri, a community group in the rural southeastern United States used FGL to foster structured community dialogue between African American community members and law enforcement officers. Engaging in FGL contributed to increased communication and improved empathy among participants. Recommendations for future use of FGL are provided.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"24 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141044146","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}
Undergraduate social work students often have anxiety and aversion to research methods and macro or community-level content. Community-engaged learning (CEL) projects involve an experiential approach to teaching that addresses community needs and have shown promise as a high-impact practice in social work and related disciplines. The present study uses a qualitative design to examine a threaded CEL project executed across two undergraduate courses: Social Work Research Methods, and Community and Organizational Practice. By analyzing reflection essays with a deductive, two-cycle coding strategy, investigators sought to understand how the CEL project affected students’ anxiety, interest, and self-efficacy. Overall, essays illustrated that real-world experience of the CEL process effectively increased interest and self-efficacy while reducing anxiety among students about course content. Implications for implementation and future research are discussed.
社会工作专业的本科生往往对研究方法和宏观或社区层面的内容感到焦虑和厌恶。社区参与式学习（CEL）项目是一种针对社区需求的体验式教学方法，在社会工作及相关学科中已被证明是一种极具影响力的实践方法。本研究采用定性设计，考察了在两门本科课程中实施的线性 CEL 项目：社会工作研究方法》和《社区与组织实践》。通过采用演绎法、双循环编码策略分析反思文章，研究人员试图了解 CEL 项目如何影响学生的焦虑、兴趣和自我效能感。总体而言，文章表明，CEL 过程的真实体验有效地提高了学生的兴趣和自我效能感，同时降低了学生对课程内容的焦虑。文章还讨论了项目实施和未来研究的意义。
{"title":"Using Community-Engaged Learning in High-Resistance Social Work Courses","authors":"Jayme Walters, Rachel Wishkoski, Jessica Lucero, Janice Snow","doi":"10.54656/jces.v16i2.502","DOIUrl":"https://doi.org/10.54656/jces.v16i2.502","url":null,"abstract":"Undergraduate social work students often have anxiety and aversion to research methods and macro or community-level content. Community-engaged learning (CEL) projects involve an experiential approach to teaching that addresses community needs and have shown promise as a high-impact practice in social work and related disciplines. The present study uses a qualitative design to examine a threaded CEL project executed across two undergraduate courses: Social Work Research Methods, and Community and Organizational Practice. By analyzing reflection essays with a deductive, two-cycle coding strategy, investigators sought to understand how the CEL project affected students’ anxiety, interest, and self-efficacy. Overall, essays illustrated that real-world experience of the CEL process effectively increased interest and self-efficacy while reducing anxiety among students about course content. Implications for implementation and future research are discussed.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140687028","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}
Aimee James, T. Coyne-Beasley, Shayna D. Cunningham, Ayah El-Farmawi, Bernard Harlow, L. Kane Low, Heather Klusaritz, T. Lipman, Julia Maki, Jesse N. Nodora, Melissa Simon, J. Hebert-Beirne
Community engagement has been named a research priority by the National Institutes of Health, and scholars are calling for community engagement as an approach to address racism and equity in science. Robust community-engaged research can improve research quality, increase inclusion of traditionally marginalized populations, broaden the impact of findings on real-life situations, and is particularly valuable for underexplored research topics. The goal of this paper is to describe lessons learned and best practices that emerged from community engagement in a multi-institution population health research consortium. We describe how a foundation was laid to enable community-engaged research activities in the consortium, using a staged and stepped process to build and embed multi-level community-engaged research approaches. We staged our development to facilitate (a) awareness of community engagement among consortium members, (b) the building of solidarity and alliances, and (c) the initiation of long-term engagement to allow for meaningful research translation. Our stepped process involved strategic planning; building momentum; institutionalizing engagement into the consortium infrastructure; and developing, implementing, and evaluating a plan. We moved from informal, one-time community interactions to systematic, formalized, capacity-building reciprocal engagement. We share our speed bumps and troubleshooting that inform our recommendations for other large research consortia—including investing the time it takes to build up community engagement capacity, acknowledging and drawing on strengths of the communities of interest, assuring a strong infrastructure of accountability for community engagement, and grounding the work in anti-racist principles.
{"title":"Building Community Engagement Capacity in a Transdisciplinary Population Health Research Consortium","authors":"Aimee James, T. Coyne-Beasley, Shayna D. Cunningham, Ayah El-Farmawi, Bernard Harlow, L. Kane Low, Heather Klusaritz, T. Lipman, Julia Maki, Jesse N. Nodora, Melissa Simon, J. Hebert-Beirne","doi":"10.54656/jces.v16i2.496","DOIUrl":"https://doi.org/10.54656/jces.v16i2.496","url":null,"abstract":"Community engagement has been named a research priority by the National Institutes of Health, and scholars are calling for community engagement as an approach to address racism and equity in science. Robust community-engaged research can improve research quality, increase inclusion of traditionally marginalized populations, broaden the impact of findings on real-life situations, and is particularly valuable for underexplored research topics. The goal of this paper is to describe lessons learned and best practices that emerged from community engagement in a multi-institution population health research consortium. We describe how a foundation was laid to enable community-engaged research activities in the consortium, using a staged and stepped process to build and embed multi-level community-engaged research approaches. We staged our development to facilitate (a) awareness of community engagement among consortium members, (b) the building of solidarity and alliances, and (c) the initiation of long-term engagement to allow for meaningful research translation. Our stepped process involved strategic planning; building momentum; institutionalizing engagement into the consortium infrastructure; and developing, implementing, and evaluating a plan. We moved from informal, one-time community interactions to systematic, formalized, capacity-building reciprocal engagement. We share our speed bumps and troubleshooting that inform our recommendations for other large research consortia—including investing the time it takes to build up community engagement capacity, acknowledging and drawing on strengths of the communities of interest, assuring a strong infrastructure of accountability for community engagement, and grounding the work in anti-racist principles.\u0000 ","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"84 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140731654","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}
J. Obedin-Maliver, Carolyn Hunt, A. Flentje, Cassie Armea-Warren, Mahri Bahati, M. Lubensky, Zubin Dastur, Chloe Eastburn, Ell Hundertmark, Daniel Moretti, Anthony Pho, Ana Rescate, Richard E. Greene, Philip-Jamal Thomas Williams, Devin Hursey, Loree Cooke Daniels, M. Lunn
Lesbian, gay, bisexual, transgender, queer, intersex, asexual, aromantic, and other sexual and/or gender minority (LGBTQIA+) communities are underrepresented in health research and subject to documented health disparities. In addition, LGBTQIA+ communities have experienced mistreatment, discrimination, and stigma in health care and health research settings. Effectively engaging LGBTQIA+ communities and individuals in health research is critical to developing representative data sets, improving health care provision and policy, and reducing disparities. However, little is known about what engagement approaches work well with LGBTQIA+ people. This paper describes the development of PRIDEnet (pridenet.org), a national network dedicated to catalyzing LGBTQIA+ community involvement in health research and built upon well-established community-engaged research (CEnR) principles. PRIDEnet’s relationship building and digital communications activities engage thousands of LGBTQIA+-identified people across the country and offer multiple low-threshold ways to participate in specific studies and shape research. These activities comprise a CEnR infrastructure that engages LGBTQIA+ people on behalf of other projects, primarily The PRIDE Study (pridestudy.org) and the National Institutes of Health’s All of Us Research Program (joinallofus.org/lgbtqia). Our impact, results, and lessons learned apply to those engaging communities underserved in biomedical research and include: the importance of building adaptable infrastructure that sustains transformational relationships long-term; implementing high-touch activities to establish trust and broad-reach activities to build large data sets; nurturing a team of diverse professionals with lived experiences that reflect those of the communities to be engaged; and maintaining CEnR mechanisms that exceed advice-giving and result in substantive research contributions from beginning to end.
{"title":"Engaging Sexual and Gender Minority (SGM) Communities for Health Research: Building and Sustaining PRIDEnet","authors":"J. Obedin-Maliver, Carolyn Hunt, A. Flentje, Cassie Armea-Warren, Mahri Bahati, M. Lubensky, Zubin Dastur, Chloe Eastburn, Ell Hundertmark, Daniel Moretti, Anthony Pho, Ana Rescate, Richard E. Greene, Philip-Jamal Thomas Williams, Devin Hursey, Loree Cooke Daniels, M. Lunn","doi":"10.54656/jces.v16i2.484","DOIUrl":"https://doi.org/10.54656/jces.v16i2.484","url":null,"abstract":"Lesbian, gay, bisexual, transgender, queer, intersex, asexual, aromantic, and other sexual and/or gender minority (LGBTQIA+) communities are underrepresented in health research and subject to documented health disparities. In addition, LGBTQIA+ communities have experienced mistreatment, discrimination, and stigma in health care and health research settings. Effectively engaging LGBTQIA+ communities and individuals in health research is critical to developing representative data sets, improving health care provision and policy, and reducing disparities. However, little is known about what engagement approaches work well with LGBTQIA+ people. This paper describes the development of PRIDEnet (pridenet.org), a national network dedicated to catalyzing LGBTQIA+ community involvement in health research and built upon well-established community-engaged research (CEnR) principles. PRIDEnet’s relationship building and digital communications activities engage thousands of LGBTQIA+-identified people across the country and offer multiple low-threshold ways to participate in specific studies and shape research. These activities comprise a CEnR infrastructure that engages LGBTQIA+ people on behalf of other projects, primarily The PRIDE Study (pridestudy.org) and the National Institutes of Health’s All of Us Research Program (joinallofus.org/lgbtqia). Our impact, results, and lessons learned apply to those engaging communities underserved in biomedical research and include: the importance of building adaptable infrastructure that sustains transformational relationships long-term; implementing high-touch activities to establish trust and broad-reach activities to build large data sets; nurturing a team of diverse professionals with lived experiences that reflect those of the communities to be engaged; and maintaining CEnR mechanisms that exceed advice-giving and result in substantive research contributions from beginning to end.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"276 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140750017","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 project sought to evaluate a citizen science project in the classroom via two foci: 1) whether the project could benefit students by increasing their science engagement, and 2) whether students could generate high-quality data. A total of 116 students in two honors biology and four environmental studies classes at a rural high school in the Chesapeake Bay watershed gathered water-quality data from a local stream. Water-quality data gathered from the same area by professionals were obtained from the local water treatment company via email. The quality of the student data was determined by comparing student data to professional data, as well as by eliciting students’ understanding of data quality before and after the project via short-answer questions. Students’ emotional and behavioral engagement were measured and compared before and after the project using a Likert-type questionnaire, and their behavioral engagement was additionally quantified via observation. The results showed that student data gathered using high-quality instruments were similar to professional data, according to unpaired t-tests. Students’ self-reported engagement did not change, but the students’ observed behavioral engagement was significantly higher post-intervention. The similarity between student and professional data and the increase in students’ behavioral-science engagement show that citizen science has the potential to benefit both students and scientists at the same time, by providing a high-quality dataset while increasing student engagement. This project has implications for formal and informal science education providers, and those interested in developing citizen science programs for youth and adults.
该项目试图通过两个重点对课堂公民科学项目进行评估：1）该项目是否能通过提高学生的科学参与度而使学生受益；2）学生是否能生成高质量的数据。切萨皮克湾流域一所农村高中的两个生物荣誉班和四个环境研究班共 116 名学生收集了当地溪流的水质数据。专业人员在同一地区收集的水质数据是通过电子邮件从当地水处理公司获得的。学生数据的质量是通过比较学生数据和专业数据以及在项目前后通过简答题激发学生对数据质量的理解来确定的。使用李克特（Likert）类型的问卷对项目前后学生的情感和行为参与度进行了测量和比较，并通过观察对他们的行为参与度进行了量化。结果表明，根据非配对 t 检验，使用高质量工具收集的学生数据与专业数据相似。学生自我报告的参与度没有变化，但学生观察到的行为参与度在干预后显著提高。学生数据与专业数据之间的相似性以及学生行为科学参与度的提高表明，公民科学有可能在提高学生参与度的同时提供高质量的数据集，从而使学生和科学家同时受益。该项目对正规和非正规科学教育提供者，以及那些有兴趣为青少年和成年人开发公民科学项目的人都有借鉴意义。
{"title":"Citizen Science in the Classroom: Data Quality and Student Engagement","authors":"Elizabeth Brown, Hung-Ling Liu","doi":"10.54656/jces.v16i2.500","DOIUrl":"https://doi.org/10.54656/jces.v16i2.500","url":null,"abstract":"This project sought to evaluate a citizen science project in the classroom via two foci: 1) whether the project could benefit students by increasing their science engagement, and 2) whether students could generate high-quality data. A total of 116 students in two honors biology and four environmental studies classes at a rural high school in the Chesapeake Bay watershed gathered water-quality data from a local stream. Water-quality data gathered from the same area by professionals were obtained from the local water treatment company via email. The quality of the student data was determined by comparing student data to professional data, as well as by eliciting students’ understanding of data quality before and after the project via short-answer questions. Students’ emotional and behavioral engagement were measured and compared before and after the project using a Likert-type questionnaire, and their behavioral engagement was additionally quantified via observation. The results showed that student data gathered using high-quality instruments were similar to professional data, according to unpaired t-tests. Students’ self-reported engagement did not change, but the students’ observed behavioral engagement was significantly higher post-intervention. The similarity between student and professional data and the increase in students’ behavioral-science engagement show that citizen science has the potential to benefit both students and scientists at the same time, by providing a high-quality dataset while increasing student engagement. This project has implications for formal and informal science education providers, and those interested in developing citizen science programs for youth and adults.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"69 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140378284","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 world is a book and those who do not travel only read one page. – St. Augustine
世界是一本书，不旅行的人只读了一页。
{"title":"Collaborative Analysis of Alaska Partners in the Parks Experience","authors":"Chase Burdick, Jonathan Miller, Adam Kuban","doi":"10.54656/jces.v16i2.566","DOIUrl":"https://doi.org/10.54656/jces.v16i2.566","url":null,"abstract":"The world is a book and those who do not travel only read one page.\u0000– St. Augustine","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"111 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140381747","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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