Phillip Yang, Bridget Sumner, Jake Neill, Jolie Gomez, Gabriela Garza, Luz Alvarez, Vanessa Benn, Albert Wylie, Rubi Cordero, Omar Ratrut, Meghan Lim, Dylan Lim, Jazmeyne Evans, Richard Kroll, Mya Galan, George Garza, Laura Reilly-Sanchez, Barbara Robles-Ramamurthy, Jeannie Von Stultz, Jen Osborne, Jennifer Todd, Kristen Plastino
Youth today face novel mental health challenges compared to youth of previous generations. Youth voice in research is necessary to better understand and alleviate this national youth mental health crisis, but current U.S. nationally representative datasets on youth mental health lack youth voice in their survey designs. The academic team collaborated with 19 high school students to design a comprehensive youth mental health survey called the Youth Collaborative Mental Health Survey (YCMHS). The youth co-investigators represented the diversity of San Antonio, Texas, and were majority Hispanic. The constructivism pedagogy in education, which empowers youth voice in the learning process, was utilized to facilitate the youth-led creation of the YCMHS. During eight 2-hour meetings, the youth co-investigators designed the YCMHS with 20 domains and 195 questions. The YCMHS embraced respondent flexibility and voice and included 42 conditional response questions and 29 free-text response questions. The youth co-investigators led the survey administration at five schools during the 2020–2021 school year. The youth-led research design also strengthened collaboration between community and school partners. Takeaways from the academic team include the importance of being flexible and patient and advocating for the youth collaborators. Takeaways from the youth co-investigators include the importance of being open-minded, asking honest questions related to youth mental health, and being persistent. Future work will strengthen the scientific rigor of the YCMHS and highlight preliminary survey results.
{"title":"The Youth Collaborative Mental Health Survey: A Community-Based Participatory Research Approach Using Constructivism With Majority Hispanic Youth","authors":"Phillip Yang, Bridget Sumner, Jake Neill, Jolie Gomez, Gabriela Garza, Luz Alvarez, Vanessa Benn, Albert Wylie, Rubi Cordero, Omar Ratrut, Meghan Lim, Dylan Lim, Jazmeyne Evans, Richard Kroll, Mya Galan, George Garza, Laura Reilly-Sanchez, Barbara Robles-Ramamurthy, Jeannie Von Stultz, Jen Osborne, Jennifer Todd, Kristen Plastino","doi":"10.54656/jces.v16i1.550","DOIUrl":"https://doi.org/10.54656/jces.v16i1.550","url":null,"abstract":"Youth today face novel mental health challenges compared to youth of previous generations. Youth voice in research is necessary to better understand and alleviate this national youth mental health crisis, but current U.S. nationally representative datasets on youth mental health lack youth voice in their survey designs. The academic team collaborated with 19 high school students to design a comprehensive youth mental health survey called the Youth Collaborative Mental Health Survey (YCMHS). The youth co-investigators represented the diversity of San Antonio, Texas, and were majority Hispanic. The constructivism pedagogy in education, which empowers youth voice in the learning process, was utilized to facilitate the youth-led creation of the YCMHS. During eight 2-hour meetings, the youth co-investigators designed the YCMHS with 20 domains and 195 questions. The YCMHS embraced respondent flexibility and voice and included 42 conditional response questions and 29 free-text response questions. The youth co-investigators led the survey administration at five schools during the 2020–2021 school year. The youth-led research design also strengthened collaboration between community and school partners. Takeaways from the academic team include the importance of being flexible and patient and advocating for the youth collaborators. Takeaways from the youth co-investigators include the importance of being open-minded, asking honest questions related to youth mental health, and being persistent. Future work will strengthen the scientific rigor of the YCMHS and highlight preliminary survey results.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"294 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135871647","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}
Using theories about community organizing and civic engagement, this study examines a small Wisconsin community’s efforts to save its local 911 dispatch center from being dismantled. It is a qualitative project that draws on autoethnography and interpretive content analysis to show that community organizing across multiple spheres of engagement (e.g., online and face-to-face) helps people recognize their ability to impact local politics and enact tangible change in their community. Our case study of the Save Oconomowoc Dispatch campaign suggests that social media tools are an important element of community organizing and that online citizen-led campaigns can help residents feel empowered and better prepared to act in offline settings. Most importantly, we show that a push campaign focused on disseminating information, such as the use of Facebook posts that do not feature comments, can be sufficient in helping residents recognize the importance of local services and take real-world action. This finding suggests that extensive online deliberations may not always be necessary for effective community organizing and that community leaders’ strategic use of one-way interactions on social media are effective ways of engaging residents in local politics and government.
{"title":"Social Media for Community Organizing: The Fight to Save Oconomowoc Dispatch","authors":"Rachel Italiano, Fanny Ramirez","doi":"10.54656/jces.v16i1.567","DOIUrl":"https://doi.org/10.54656/jces.v16i1.567","url":null,"abstract":"Using theories about community organizing and civic engagement, this study examines a small Wisconsin community’s efforts to save its local 911 dispatch center from being dismantled. It is a qualitative project that draws on autoethnography and interpretive content analysis to show that community organizing across multiple spheres of engagement (e.g., online and face-to-face) helps people recognize their ability to impact local politics and enact tangible change in their community. Our case study of the Save Oconomowoc Dispatch campaign suggests that social media tools are an important element of community organizing and that online citizen-led campaigns can help residents feel empowered and better prepared to act in offline settings. Most importantly, we show that a push campaign focused on disseminating information, such as the use of Facebook posts that do not feature comments, can be sufficient in helping residents recognize the importance of local services and take real-world action. This finding suggests that extensive online deliberations may not always be necessary for effective community organizing and that community leaders’ strategic use of one-way interactions on social media are effective ways of engaging residents in local politics and government.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135386127","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 study presents an evaluation of a film screening and interactive panel created and presented in cooperation with multiple community stakeholders. This program, which we are labeling a diversity, equity, and inclusion (DEI) intervention, was designed to open channels of discourse with and about the local Somali population in a rural, predominantly White midwestern region to disrupt the pervasive and negative depictions of Somali Muslim immigrants that dominate mainstream media. Our goal for evaluating the intervention was to better understand its effectiveness in increasing understanding and empathy for the experiences of Somali immigrants and for increasing the potential for positive interactions between county social service employees and their Somali clients and neighbors. Our analysis showed the intervention effectively raised the largely White audience’s consciousness regarding their own perspectives and biases. This led to increased perspective-taking and feelings of connection, which can be key antecedents to increasing positive interactions.
{"title":"Diversity, Equity, and Inclusion from the Ground Up: Evaluating the Impact of a Community-Based DEI Intervention","authors":"Martin Lang, Laura Maki","doi":"10.54656/jces.v16i1.563","DOIUrl":"https://doi.org/10.54656/jces.v16i1.563","url":null,"abstract":"This study presents an evaluation of a film screening and interactive panel created and presented in cooperation with multiple community stakeholders. This program, which we are labeling a diversity, equity, and inclusion (DEI) intervention, was designed to open channels of discourse with and about the local Somali population in a rural, predominantly White midwestern region to disrupt the pervasive and negative depictions of Somali Muslim immigrants that dominate mainstream media. Our goal for evaluating the intervention was to better understand its effectiveness in increasing understanding and empathy for the experiences of Somali immigrants and for increasing the potential for positive interactions between county social service employees and their Somali clients and neighbors. Our analysis showed the intervention effectively raised the largely White audience’s consciousness regarding their own perspectives and biases. This led to increased perspective-taking and feelings of connection, which can be key antecedents to increasing positive interactions.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134913028","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}
Sohail R. Daulat, Kiranmayee Muralidhar, Sakshi Akki, Benjamin Pope, Nagalambika Ningaiah, Rashmi Pramathesh, Shivamma Nanjaiah, Fazila Begum, Poornima Jaykrishna, Karl Krupp, Purnima Madhivanan
During the COVID-19 pandemic, many children from limited-literacy communities in India did not receive information regarding COVID-19 safety due to the sudden shutdown of schools. Many parents from these communities could not afford virtual learning and lacked the ability to educate the children themselves. In July 2021, the research team developed comic, coloring, and activity books to provide children with fun, yet readable, educational materials. We consulted with teachers to simplify the language and understand the popularity of different cartoon characters. Between August 2021 and January 2022, our community health partners distributed the books to two age groups, ages 6–10 (n = 116, mean age 8.72) and 11–14 (n = 81, mean age 12.05). We conducted surveys with the children during and a week after distribution to assess any change in their knowledge about COVID-19 safety. The average age of children in this study was 10.09 (SD = 2.01) years. All resided in underresourced urban communities with low literacy rates and limited education. All questions were answered more correctly in the postsurvey, with the social distancing question having the greatest and most statistically significant increase (33.6%, p < 0.0001). The average increase in knowledge among children aged 6–10 (16.9%) was greater, though not statistically significantly so, than the average increase among children aged 11–14 (4.7%). These results indicate that child-friendly books can increase health education for children ages 6–14 in low-literacy populations. Additionally, the mechanism of the program is fit to be used in other low-resource populations globally.
{"title":"Evaluation of Educational Material for Low-Literacy Populations in India","authors":"Sohail R. Daulat, Kiranmayee Muralidhar, Sakshi Akki, Benjamin Pope, Nagalambika Ningaiah, Rashmi Pramathesh, Shivamma Nanjaiah, Fazila Begum, Poornima Jaykrishna, Karl Krupp, Purnima Madhivanan","doi":"10.54656/jces.v16i1.482","DOIUrl":"https://doi.org/10.54656/jces.v16i1.482","url":null,"abstract":"During the COVID-19 pandemic, many children from limited-literacy communities in India did not receive information regarding COVID-19 safety due to the sudden shutdown of schools. Many parents from these communities could not afford virtual learning and lacked the ability to educate the children themselves. In July 2021, the research team developed comic, coloring, and activity books to provide children with fun, yet readable, educational materials. We consulted with teachers to simplify the language and understand the popularity of different cartoon characters. Between August 2021 and January 2022, our community health partners distributed the books to two age groups, ages 6–10 (n = 116, mean age 8.72) and 11–14 (n = 81, mean age 12.05). We conducted surveys with the children during and a week after distribution to assess any change in their knowledge about COVID-19 safety. The average age of children in this study was 10.09 (SD = 2.01) years. All resided in underresourced urban communities with low literacy rates and limited education. All questions were answered more correctly in the postsurvey, with the social distancing question having the greatest and most statistically significant increase (33.6%, p < 0.0001). The average increase in knowledge among children aged 6–10 (16.9%) was greater, though not statistically significantly so, than the average increase among children aged 11–14 (4.7%). These results indicate that child-friendly books can increase health education for children ages 6–14 in low-literacy populations. Additionally, the mechanism of the program is fit to be used in other low-resource populations globally.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134913031","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}
Laura Kadowaki, S. Koehn, S. Brotman, J. Simard, I. Ferrer, Émilie Raymond, Pam Orzeck
This article reports on a series of Stakeholder Outreach Forums hosted in Canadian communities from 2018 to 2019. These forums built on a previous research project, The Lived Experiences of Aging Immigrants, which sought to amplify the voices of older immigrants through Photovoice and life course narratives analyzed through an intersectional life course perspective. The forums used World Café methods to encourage cumulative discussions among a broad range of stakeholders who work with or influence the lives of immigrant older adults. Participants viewed the previously created Lived Experiences of Aging Immigrants Photovoice exhibit, which provided a springboard for these discussions. The forums’ aim was to increase the stakeholders’ awareness of the experiences of immigrants in Canada as they age and to create space for the stakeholders to reflect upon and discuss the experiences of aging immigrants. Here we illustrate how the forums complement the narrative Photovoice research methodology and highlight the potential of Photovoice and targeted outreach strategies to extend academic research findings to relevant stakeholders. Across all forums, participants identified structural and systemic barriers that shape experiences of and responses to social exclusion in the daily lives of immigrant older adults. They further identified challenges and strengths in their own work specific to the issues of social inclusion, caregiving, housing, and transportation. Intersectoral solutions are needed to address the structural and systemic roots of exclusion at the public policy and organizational levels.
{"title":"Learning from The Lived Experiences of Aging Immigrants: Extending the Reach of Photovoice Using World Café Methods","authors":"Laura Kadowaki, S. Koehn, S. Brotman, J. Simard, I. Ferrer, Émilie Raymond, Pam Orzeck","doi":"10.54656/jces.v16i1.551","DOIUrl":"https://doi.org/10.54656/jces.v16i1.551","url":null,"abstract":"This article reports on a series of Stakeholder Outreach Forums hosted in Canadian communities from 2018 to 2019. These forums built on a previous research project, The Lived Experiences of Aging Immigrants, which sought to amplify the voices of older immigrants through Photovoice and life course narratives analyzed through an intersectional life course perspective. The forums used World Café methods to encourage cumulative discussions among a broad range of stakeholders who work with or influence the lives of immigrant older adults. Participants viewed the previously created Lived Experiences of Aging Immigrants Photovoice exhibit, which provided a springboard for these discussions. The forums’ aim was to increase the stakeholders’ awareness of the experiences of immigrants in Canada as they age and to create space for the stakeholders to reflect upon and discuss the experiences of aging immigrants. Here we illustrate how the forums complement the narrative Photovoice research methodology and highlight the potential of Photovoice and targeted outreach strategies to extend academic research findings to relevant stakeholders. Across all forums, participants identified structural and systemic barriers that shape experiences of and responses to social exclusion in the daily lives of immigrant older adults. They further identified challenges and strengths in their own work specific to the issues of social inclusion, caregiving, housing, and transportation. Intersectoral solutions are needed to address the structural and systemic roots of exclusion at the public policy and organizational levels.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46056962","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 article presents a longitudinal case study of a collaboration between a university and a nonprofit food justice organization. Using a collective autoethnographic process, we examine a three-semester service-learning course in which each author participated as instructor or client. We use the theoretical tools of intra-action and entanglement to address the challenges of complexity in such social justice collaborations. We also deploy these tools to avoid the instrumental/functional paradigm of evaluating collaboration in terms of negative or positive effects or un/successful outcomes, focusing instead on phenomena within a system in their transformative entanglements within ongoing (re)becoming. This approach was amenable to the content of our collaboration: a systems approach to thinking about food equity. Conceiving of ongoing interrelated phenomena within a system, as opposed to discrete separate objects impacting one another, helps accommodate the complexity involved in service-learning collaborations. Author/participants include an independent farmer who also teaches architecture, a communication instructor, and the director of a regional food justice nonprofit who collaborated via a land-grant university on an applied service-learning series of classes. We describe productive transformations in food-systems activism for individuals, our institution, local organizations, and the broader community. Therefore, this article contributes not an evaluative assessment of the success or failure of a single collaboration but a longitudinal examination of how individuals, institutions, organizations, and communities change through their entanglements and intra-actions.
{"title":"Entangled Production of Individuals and Organizations: A Food Systems Case Study in Service-Learning Transformations","authors":"D. Scott, Sallie Hambright-Belue, Michael McGirr","doi":"10.54656/jces.v16i1.543","DOIUrl":"https://doi.org/10.54656/jces.v16i1.543","url":null,"abstract":"This article presents a longitudinal case study of a collaboration between a university and a nonprofit food justice organization. Using a collective autoethnographic process, we examine a three-semester service-learning course in which each author participated as instructor or client. We use the theoretical tools of intra-action and entanglement to address the challenges of complexity in such social justice collaborations. We also deploy these tools to avoid the instrumental/functional paradigm of evaluating collaboration in terms of negative or positive effects or un/successful outcomes, focusing instead on phenomena within a system in their transformative entanglements within ongoing (re)becoming. This approach was amenable to the content of our collaboration: a systems approach to thinking about food equity. Conceiving of ongoing interrelated phenomena within a system, as opposed to discrete separate objects impacting one another, helps accommodate the complexity involved in service-learning collaborations. Author/participants include an independent farmer who also teaches architecture, a communication instructor, and the director of a regional food justice nonprofit who collaborated via a land-grant university on an applied service-learning series of classes. We describe productive transformations in food-systems activism for individuals, our institution, local organizations, and the broader community. Therefore, this article contributes not an evaluative assessment of the success or failure of a single collaboration but a longitudinal examination of how individuals, institutions, organizations, and communities change through their entanglements and intra-actions.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43439067","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}
M. Drainoni, Galya Walt, Linda Martinez, R. Smeltzer, Savanna Santarpio, Rosie Munoz-Lopez, Craig J. McClay, Lauren Keisling, Aumani Harris, Faizah Gillen, Valerie El-Alfi, Erika L. Crable, Allyson F. Cogan, Jane F. Carpenter, Laura Barkoswki, Tracy A. Battaglia
The HEALing Communities Study (HCS) is a large-scale multisite study testing community engagement using coalition facilitation as an approach to addressing the worsening overdose crisis. Within community engagement, community-based participatory research (CBPR) principles guide researchers on best practices for working in partnership with communities, yet these principles have not been well researched in large, complex, multisite studies. This paper uses ethnographic methods to explore how coalitions operationalized CBPR principles during early coalition formation. Two coders independently analyzed 101 ethnographies from HCS coalition meetings in eight Massachusetts communities held between November 2019 and December 2020. Themes were developed through consensus between the coders, followed by group discussions among the authorship team. We found that mutual trust, shared goals, addressing power dynamics, meeting structure, and attending to the sociopolitical community context are critical elements that can either hinder or advance the use of CBPR principles in practice. These findings provide unique suggestions for future community-engaged multisite studies, and demonstrate the importance of research teams mitigating inherent power imbalances by acknowledging and creating spaces for community ownership. The findings also highlight the value of a community engagement facilitator (CEF) role, as well as strategies like transparency, uniting over shared interests, and bringing in a wide range of stakeholders when operationalizing CBPR principles.
{"title":"Coalition Building: What Happens When External Facilitators Put CBPR Principles in Practice? Ethnographic Examples from the Massachusetts HEALing Communities Study","authors":"M. Drainoni, Galya Walt, Linda Martinez, R. Smeltzer, Savanna Santarpio, Rosie Munoz-Lopez, Craig J. McClay, Lauren Keisling, Aumani Harris, Faizah Gillen, Valerie El-Alfi, Erika L. Crable, Allyson F. Cogan, Jane F. Carpenter, Laura Barkoswki, Tracy A. Battaglia","doi":"10.54656/jces.v16i1.457","DOIUrl":"https://doi.org/10.54656/jces.v16i1.457","url":null,"abstract":"The HEALing Communities Study (HCS) is a large-scale multisite study testing community engagement using coalition facilitation as an approach to addressing the worsening overdose crisis. Within community engagement, community-based participatory research (CBPR) principles guide researchers on best practices for working in partnership with communities, yet these principles have not been well researched in large, complex, multisite studies. This paper uses ethnographic methods to explore how coalitions operationalized CBPR principles during early coalition formation. Two coders independently analyzed 101 ethnographies from HCS coalition meetings in eight Massachusetts communities held between November 2019 and December 2020. Themes were developed through consensus between the coders, followed by group discussions among the authorship team. We found that mutual trust, shared goals, addressing power dynamics, meeting structure, and attending to the sociopolitical community context are critical elements that can either hinder or advance the use of CBPR principles in practice. These findings provide unique suggestions for future community-engaged multisite studies, and demonstrate the importance of research teams mitigating inherent power imbalances by acknowledging and creating spaces for community ownership. The findings also highlight the value of a community engagement facilitator (CEF) role, as well as strategies like transparency, uniting over shared interests, and bringing in a wide range of stakeholders when operationalizing CBPR principles.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49566035","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}
Suchitra Gururaj, Brianna Davis Johnson, Lakeya Omogun
The Austin City Hall Fellows Program at The University of Texas at Austin was a student civic leadership program designed to build Austin City Hall’s capacity to reach potential leaders in diverse new council districts. Undergraduate students in this program took a single-semester service-learning course that connected them with partners from the city, the community, and the university. Using Howard’s (1998) framework, our study analyzed student assessments from five cohorts of the class to understand how students experienced a service-learning class based around a multipartner community-university-city partnership. Our findings revealed that students experienced a nonlinear path to engagement in a synergistic classroom. This study offers implications for adjusting service-learning classes and projects to integrate and sustain relationships with multiple partners, even as the context of the service landscape and learning context are evolving.
{"title":"The Student Experience of a City-University-Community Service-Learning Classroom","authors":"Suchitra Gururaj, Brianna Davis Johnson, Lakeya Omogun","doi":"10.54656/jces.v16i1.539","DOIUrl":"https://doi.org/10.54656/jces.v16i1.539","url":null,"abstract":"The Austin City Hall Fellows Program at The University of Texas at Austin was a student civic leadership program designed to build Austin City Hall’s capacity to reach potential leaders in diverse new council districts. Undergraduate students in this program took a single-semester service-learning course that connected them with partners from the city, the community, and the university. Using Howard’s (1998) framework, our study analyzed student assessments from five cohorts of the class to understand how students experienced a service-learning class based around a multipartner community-university-city partnership. Our findings revealed that students experienced a nonlinear path to engagement in a synergistic classroom. This study offers implications for adjusting service-learning classes and projects to integrate and sustain relationships with multiple partners, even as the context of the service landscape and learning context are evolving.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42898153","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}
Lisa Porter, Daniel J. Beers, Joseph LeBlanc, D. Meza, Ekaterina Koubek
When the COVID-19 pandemic forced P–12 schools to temporarily transition to online learning, it exacerbated the already deep-seated educational inequities in communities across the United States. Employing a grounded theory approach, this paper explores how educators and community stakeholders created a free full-time volunteer-led K–2 learning pod for historically underserved students. The authors discuss the opportunities and challenges experienced in the pod’s implementation, as well as lessons for these types of university-community partnerships. The findings of the study reveal the potential of equity-focused collaborations that accept risk, occupy uncomfortable liminal spaces, and leverage informal networks and relationships to build trusting and authentic community partnerships. The paper concludes with a call to reimagine the parameters of university-community engagement in times of crisis.
{"title":"Navigating Liminal Spaces in University-Community Engagement: Risky Collaboration in Times of Crisis","authors":"Lisa Porter, Daniel J. Beers, Joseph LeBlanc, D. Meza, Ekaterina Koubek","doi":"10.54656/jces.v15i2.537","DOIUrl":"https://doi.org/10.54656/jces.v15i2.537","url":null,"abstract":"When the COVID-19 pandemic forced P–12 schools to temporarily transition to online learning, it exacerbated the already deep-seated educational inequities in communities across the United States. Employing a grounded theory approach, this paper explores how educators and community stakeholders created a free full-time volunteer-led K–2 learning pod for historically underserved students. The authors discuss the opportunities and challenges experienced in the pod’s implementation, as well as lessons for these types of university-community partnerships. The findings of the study reveal the potential of equity-focused collaborations that accept risk, occupy uncomfortable liminal spaces, and leverage informal networks and relationships to build trusting and authentic community partnerships. The paper concludes with a call to reimagine the parameters of university-community engagement in times of crisis.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41813924","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}
Increasing student involvement in community-engaged initiatives begins with cultivating an environment in which students feel safe to take intellectual risks and where their interests and assets are valued. Drawing parallels between what students are learning in the classroom and problems within real communities allows them to develop a greater sense of responsibility in addressing community needs. Furthermore, creating spaces where students can talk about what they know and what interests them offers faculty opportunities to assess what types of projects might be of interest to students. It is essential for faculty to listen to their students actively and intentionally to identify what they know, how they think, and where their interests lie when creating community-engaged projects. This article seeks to present two areas for faculty to consider when motivating students to participate in community-engaged projects and the support needed to ensure lasting community and student impact.
{"title":"Faculty-Driven Student Engagement in Community-Engaged Projects: An Undergraduate Perspective","authors":"Sofía Espinoza Hernández, Paulina González Orozco, Nandini Yellamelli","doi":"10.54656/jces.v15i2.509","DOIUrl":"https://doi.org/10.54656/jces.v15i2.509","url":null,"abstract":"Increasing student involvement in community-engaged initiatives begins with cultivating an environment in which students feel safe to take intellectual risks and where their interests and assets are valued. Drawing parallels between what students are learning in the classroom and problems within real communities allows them to develop a greater sense of responsibility in addressing community needs. Furthermore, creating spaces where students can talk about what they know and what interests them offers faculty opportunities to assess what types of projects might be of interest to students. It is essential for faculty to listen to their students actively and intentionally to identify what they know, how they think, and where their interests lie when creating community-engaged projects. This article seeks to present two areas for faculty to consider when motivating students to participate in community-engaged projects and the support needed to ensure lasting community and student impact.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49615542","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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