Pub Date : 2023-01-01Epub Date: 2023-02-27DOI: 10.54656/jces.v15i2.456
Michelle L Estes, Kelley J Sittner, Kyle X Hill, Miigis B Gonzalez, Tina Handeland
"Volunteer participation" refers to free engagement in activities that benefit someone or something else. Volunteering can produce many benefits for individuals and communities. However, current research examining volunteer participation often excludes diverse viewpoints on what constitutes volunteering, particularly the perspectives of North American Indigenous youth. This oversight may result from researchers' conceptualization and measurement of volunteering from a Western perspective. Utilizing data from the Healing Pathways (HP) project, a longitudinal, community-based participatory study in partnership with eight Indigenous communities in the United States and Canada, we provide a detailed description of volunteer participation and community and cultural engagement. Overall, we employ a community cultural wealth lens to emphasize the various strengths and sources of resilience that these communities possess. At the same time, we encourage scholars and the wider society to broaden their views of volunteering, community involvement, and giving back.
{"title":"Community Engagement and Giving Back Among North American Indigenous Youth.","authors":"Michelle L Estes, Kelley J Sittner, Kyle X Hill, Miigis B Gonzalez, Tina Handeland","doi":"10.54656/jces.v15i2.456","DOIUrl":"10.54656/jces.v15i2.456","url":null,"abstract":"<p><p>\"Volunteer participation\" refers to free engagement in activities that benefit someone or something else. Volunteering can produce many benefits for individuals and communities. However, current research examining volunteer participation often excludes diverse viewpoints on what constitutes volunteering, particularly the perspectives of North American Indigenous youth. This oversight may result from researchers' conceptualization and measurement of volunteering from a Western perspective. Utilizing data from the Healing Pathways (HP) project, a longitudinal, community-based participatory study in partnership with eight Indigenous communities in the United States and Canada, we provide a detailed description of volunteer participation and community and cultural engagement. Overall, we employ a community cultural wealth lens to emphasize the various strengths and sources of resilience that these communities possess. At the same time, we encourage scholars and the wider society to broaden their views of volunteering, community involvement, and giving back.</p>","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"15 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10101223/pdf/nihms-1882320.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9323818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lea Efird-Green, Eve Marion, Kiah Gaskin, Daphne Lancaster, Leonor Corsino
The Duke Clinical and Translational Science Institute Community Engaged Research Initiative began its Population Health Improvement Awards grant program in 2017. This program builds community-engaged research capacity by promoting the formation of community-academic research teams, educating researchers about equitable partnerships, and empowering community members and organizations to access academic research resources. With a focus on community-identified priorities, the program purposefully engages local communities in an enterprise that has traditionally labeled community members as "participants" rather than "partners." Key elements of the program include innovation, relationship building, and power sharing; education and research system navigation; iterative adaptation using the Plan-Do-Study-Act framework; and continual program improvements based on applicant feedback to ensure that the program becomes a national leader in funding local community-engaged research partnerships.
{"title":"Population Health Improvement Awards: Supporting Community and Academic Capacity to Partner in Research and Improve Population Health.","authors":"Lea Efird-Green, Eve Marion, Kiah Gaskin, Daphne Lancaster, Leonor Corsino","doi":"10.54656/jces.v15i2.462","DOIUrl":"https://doi.org/10.54656/jces.v15i2.462","url":null,"abstract":"<p><p>The Duke Clinical and Translational Science Institute Community Engaged Research Initiative began its Population Health Improvement Awards grant program in 2017. This program builds community-engaged research capacity by promoting the formation of community-academic research teams, educating researchers about equitable partnerships, and empowering community members and organizations to access academic research resources. With a focus on community-identified priorities, the program purposefully engages local communities in an enterprise that has traditionally labeled community members as \"participants\" rather than \"partners.\" Key elements of the program include innovation, relationship building, and power sharing; education and research system navigation; iterative adaptation using the Plan-Do-Study-Act framework; and continual program improvements based on applicant feedback to ensure that the program becomes a national leader in funding local community-engaged research partnerships.</p>","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"15 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10184647/pdf/nihms-1897325.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9840557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Deborah E. Tyndall, Mitzi C. Pestaner, S. Powell, Travis Lewis, Carlos Meléndez
Adolescents in low-income and rural communities are at a higher risk for mental health concerns. This study used a mixed-methods, community-based participatory research design to examine teachers’ experiences managing students with emotional and mental health needs in a low-income middle school serving underrepresented youth. Barriers to connecting positively with students included disruptive student behaviors, a lack of student interest, and an emphasis on accountability measures for academic achievement. Three themes emerged: (a) disruptive student behavior resulted in a whack-a-mole approach to managing emotional health needs; (b) learning was often put on the back burner as teachers attempted Maslow before Bloom; and (c) a lack of training and limited time to connect positively with students contributed to missed connections. Findings from this study indicate that additional resources and staff training are needed to help rural, low-income schools support students who have emotional and mental health needs.
{"title":"Teacher Use of School Connectedness Strategies With Underrepresented Youth in a Low-Income Middle School","authors":"Deborah E. Tyndall, Mitzi C. Pestaner, S. Powell, Travis Lewis, Carlos Meléndez","doi":"10.54656/jces.v15i1.485","DOIUrl":"https://doi.org/10.54656/jces.v15i1.485","url":null,"abstract":"Adolescents in low-income and rural communities are at a higher risk for mental health concerns. This study used a mixed-methods, community-based participatory research design to examine teachers’ experiences managing students with emotional and mental health needs in a low-income middle school serving underrepresented youth. Barriers to connecting positively with students included disruptive student behaviors, a lack of student interest, and an emphasis on accountability measures for academic achievement. Three themes emerged: (a) disruptive student behavior resulted in a whack-a-mole approach to managing emotional health needs; (b) learning was often put on the back burner as teachers attempted Maslow before Bloom; and (c) a lack of training and limited time to connect positively with students contributed to missed connections. Findings from this study indicate that additional resources and staff training are needed to help rural, low-income schools support students who have emotional and mental health needs.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44353248","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}
Makenna C. Berry, Brad Campbell, Ryan J. Connors, Kristen Kassel, Micah Parker, Sawyer Weed, Abby Abston, T. Alexander, Aspen Brewer, Sam Gafford, Keilani Hamann, H. Hibbard, Caroline Jerome, Javon Johnson, Reese Kalka, Brooke Kuhlman, J. Mercado, Savannah Middleton, Seth Mitchell, Brendan Morgan, Brandon Mraz, Gabrielle Nobles, Ryleigh Oas, Isabel Pearson, Kyle Raburn, Jared Ray, Anne P. Smith, Brooke Spencer, Justin Suksengdow, Shelby Tyler, Jacob Zimmer, John H. Trimm, Ryan Murphy, Connor Dessert, Chapman Greer
The authors of this article are students at The University of Alabama (UA) pursuing various undergraduate and graduate degrees. The majority of our academic programs are in the Culverhouse College of Business or Manderson Graduate School of Business. In the spring of 2021, we each enrolled in a data visualization course taught by our faculty sponsor, Dr. Chapman Greer. Through the course, we developed technical and design skills to analyze, visualize, and communicate data effectively. We employed these skills in creating a database that drives a Tableau visualization of Experiential Learning Opportunities (ELOs) at UA.
{"title":"The Heart of Experiential Learning: Connecting Stakeholders in a Dynamic World","authors":"Makenna C. Berry, Brad Campbell, Ryan J. Connors, Kristen Kassel, Micah Parker, Sawyer Weed, Abby Abston, T. Alexander, Aspen Brewer, Sam Gafford, Keilani Hamann, H. Hibbard, Caroline Jerome, Javon Johnson, Reese Kalka, Brooke Kuhlman, J. Mercado, Savannah Middleton, Seth Mitchell, Brendan Morgan, Brandon Mraz, Gabrielle Nobles, Ryleigh Oas, Isabel Pearson, Kyle Raburn, Jared Ray, Anne P. Smith, Brooke Spencer, Justin Suksengdow, Shelby Tyler, Jacob Zimmer, John H. Trimm, Ryan Murphy, Connor Dessert, Chapman Greer","doi":"10.54656/jces.v15i1.481","DOIUrl":"https://doi.org/10.54656/jces.v15i1.481","url":null,"abstract":"The authors of this article are students at The University of Alabama (UA) pursuing various undergraduate and graduate degrees. The majority of our academic programs are in the Culverhouse College of Business or Manderson Graduate School of Business. In the spring of 2021, we each enrolled in a data visualization course taught by our faculty sponsor, Dr. Chapman Greer. Through the course, we developed technical and design skills to analyze, visualize, and communicate data effectively. We employed these skills in creating a database that drives a Tableau visualization of Experiential Learning Opportunities (ELOs) at UA.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44357448","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, Caroline Shanti, Samantha Frisk
This phenomenological study explored the experiences of community members who worked with a social work community practice class to create a participatory mosaic mural in an ethnically diverse and rapidly gentrifying area of a small city in New England. Community members in this project included people working in the community at agencies and schools, artists with studios in the neighborhood, residents, and business owners. Seven community members participated in the study and completed hour-long semi-structured interviews. Analysis revealed three primary themes: (1) artist and community match, (2) what it takes to make it happen, and (3) mural legacy. This paper contributes to literature investigating the value of participatory art projects as a strategy to build collaboration and connectedness utilizing critical service learning and creative placemaking approaches.
{"title":"One Piece at a Time: Building Community and a Mosaic Mural","authors":"Paula Gerstenblatt, Caroline Shanti, Samantha Frisk","doi":"10.54656/jces.v15i1.477","DOIUrl":"https://doi.org/10.54656/jces.v15i1.477","url":null,"abstract":"This phenomenological study explored the experiences of community members who worked with a social work community practice class to create a participatory mosaic mural in an ethnically diverse and rapidly gentrifying area of a small city in New England. Community members in this project included people working in the community at agencies and schools, artists with studios in the neighborhood, residents, and business owners. Seven community members participated in the study and completed hour-long semi-structured interviews. Analysis revealed three primary themes: (1) artist and community match, (2) what it takes to make it happen, and (3) mural legacy. This paper contributes to literature investigating the value of participatory art projects as a strategy to build collaboration and connectedness utilizing critical service learning and creative placemaking approaches.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46350124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, I lay out the possibilities for community-engaged education as a tool for countering school disengagement with marginalized youth in Toronto. Using interviews and observations with staff, youth, and parents who participate in a community-based tutoring and mentoring program, I explore how the program’s grassroots commitments work to minimize marginalization and the pushout of students within the Latinx and Portuguese communities in Toronto. By building relationships based on trust and responding to the community’s needs, parental engagement, and academic-community partnerships, the program creates a space of community engagement that involves the whole family in changing narratives about both communities and their place within the public education system. I posit that this type of community-engaged education is effective in increasing access to postsecondary education for traditionally marginalized students.
{"title":"Growing Through the Cracks: Community-Engaged Education and Countering School Disengagement","authors":"Alexandra Arraiz Matute","doi":"10.54656/jces.v15i1.475","DOIUrl":"https://doi.org/10.54656/jces.v15i1.475","url":null,"abstract":"In this paper, I lay out the possibilities for community-engaged education as a tool for countering school disengagement with marginalized youth in Toronto. Using interviews and observations with staff, youth, and parents who participate in a community-based tutoring and mentoring program, I explore how the program’s grassroots commitments work to minimize marginalization and the pushout of students within the Latinx and Portuguese communities in Toronto. By building relationships based on trust and responding to the community’s needs, parental engagement, and academic-community partnerships, the program creates a space of community engagement that involves the whole family in changing narratives about both communities and their place within the public education system. I posit that this type of community-engaged education is effective in increasing access to postsecondary education for traditionally marginalized students.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45237537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this essay, the author provides a summative reflection on the articles included in this special issue of the Journal of Community Engagement and Scholarship.
在这篇文章中，作者对《社区参与与奖学金杂志》特刊中的文章进行了总结性反思。
{"title":"Institutional and Structural Isolationism Within and Among Land-Grant Universities: Chronic Maladies Impacting Community Engagement That Demand Long Overdue Remedies of Relief","authors":"S. Gavazzi","doi":"10.54656/jces.v14i3.473","DOIUrl":"https://doi.org/10.54656/jces.v14i3.473","url":null,"abstract":"In this essay, the author provides a summative reflection on the articles included in this special issue of the Journal of Community Engagement and Scholarship.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42248345","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}
Land-grant universities’ philosophy of education assumes the triumvirate of education, research, and service will produce an improved quality of life and wealth-creating synergies disseminated to communities through Cooperative Extension (Gavazzi & Gee, 2019). In a simpler age, this philosophy worked well. In today’s global, technology-mediated, complex society, a transformational overhaul is necessary to amplify and broaden the impact of potential synergies through a robust engagement process. As a path forward, we propose building renaissance transdisciplinary teams, reimagining reward and evaluation systems, and elevating engagement to a position of primacy in strategy and structure. We could elevate Extension to university-wide status and foster engagement as a critical component of teaching (learning) and research (discovery).Using quantitative and qualitative data from the 1890 research directors, Extension administrators, and community stakeholders, we found strong support for greater university engagement with the community, especially for taking a deeper dive into long-term problem-solving by cocreating and codesigning viable solutions. There was also strong support for allocating additional technical and financial resources to build the university’s community engagement portfolio. These data also draw attention to the need to elevate community engagement to the level of teaching and research and to establish the presence of the university in the community.
{"title":"Engagement Opportunities and Challenges of Transdisciplinary Practice: The 1890 Land-Grant Perspective","authors":"T. Thomas, Alton Thompson","doi":"10.54656/jces.v14i3.472","DOIUrl":"https://doi.org/10.54656/jces.v14i3.472","url":null,"abstract":"Land-grant universities’ philosophy of education assumes the triumvirate of education, research, and service will produce an improved quality of life and wealth-creating synergies disseminated to communities through Cooperative Extension (Gavazzi & Gee, 2019). In a simpler age, this philosophy worked well. In today’s global, technology-mediated, complex society, a transformational overhaul is necessary to amplify and broaden the impact of potential synergies through a robust engagement process. As a path forward, we propose building renaissance transdisciplinary teams, reimagining reward and evaluation systems, and elevating engagement to a position of primacy in strategy and structure. We could elevate Extension to university-wide status and foster engagement as a critical component of teaching (learning) and research (discovery).Using quantitative and qualitative data from the 1890 research directors, Extension administrators, and community stakeholders, we found strong support for greater university engagement with the community, especially for taking a deeper dive into long-term problem-solving by cocreating and codesigning viable solutions. There was also strong support for allocating additional technical and financial resources to build the university’s community engagement portfolio. These data also draw attention to the need to elevate community engagement to the level of teaching and research and to establish the presence of the university in the community.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49099312","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}
Lisbeth Iglesias-Rios, Diana E. Marin, Kara Moberg, A. Handal
Farmworkers are among the most underserved and marginalized populations of workers despite their essential role in the U.S. food supply chain. The Michigan Farmworker Project (MFP) evolved as a collaborative, community-based participatory project among state and regional service entities, legal service organizations, and the university. The overarching goal of the project was to study the relationship of precarious working conditions and labor exploitation with occupational and environmental health inequities and social justice for farmworkers in Michigan. We employed critical race theory and community-based participatory research approaches to guide the development and implementation of the MFP. We describe the development of the participatory process with community partners and discuss implementation challenges and lessons learned from the field. Throughout the research, we reflect on how farmworkers’ social and working environment goes beyond precarity, revealing labor exploitation as an important deterrent of farmworker health and well-being. Despite entrenched systems of structural oppression, farmworkers contribute to and improve our society with their rich cultural backgrounds, their work, and their resilience. The diverse composition of this community-university partnership amplified collaboration, enriched our understanding of the role of precarity and labor exploitation among farmworkers, and contributed to the study’s success. The MFP will continue strengthening the community-university partnership with the goal of continuing to address health inequities in the farmworker population.
{"title":"The Michigan Farmworker Project: Development and Implementation of a Collaborative Community-Based Research Project Assessing Precarious Employment and Labor Exploitation","authors":"Lisbeth Iglesias-Rios, Diana E. Marin, Kara Moberg, A. Handal","doi":"10.54656/jces.v15i1.466","DOIUrl":"https://doi.org/10.54656/jces.v15i1.466","url":null,"abstract":"Farmworkers are among the most underserved and marginalized populations of workers despite their essential role in the U.S. food supply chain. The Michigan Farmworker Project (MFP) evolved as a collaborative, community-based participatory project among state and regional service entities, legal service organizations, and the university. The overarching goal of the project was to study the relationship of precarious working conditions and labor exploitation with occupational and environmental health inequities and social justice for farmworkers in Michigan. We employed critical race theory and community-based participatory research approaches to guide the development and implementation of the MFP. We describe the development of the participatory process with community partners and discuss implementation challenges and lessons learned from the field. Throughout the research, we reflect on how farmworkers’ social and working environment goes beyond precarity, revealing labor exploitation as an important deterrent of farmworker health and well-being. Despite entrenched systems of structural oppression, farmworkers contribute to and improve our society with their rich cultural backgrounds, their work, and their resilience. The diverse composition of this community-university partnership amplified collaboration, enriched our understanding of the role of precarity and labor exploitation among farmworkers, and contributed to the study’s success. The MFP will continue strengthening the community-university partnership with the goal of continuing to address health inequities in the farmworker population.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43303207","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}
Public universities in the U.S. are striving to improve upon their engagement portfolios through connecting various units in transdisciplinary capacities and better leveraging statewide assets. Students, and specifically internship programs, can provide a great mechanism to facilitate these bridge-building efforts. This article provides a description of Colorado State University's Extension Internship program, its history and evolution, its impacts on different constituents (including students, extension, and faculty/staff), and a critical reflection on where the program currently stands and where it is going. We hope that this is useful to other institutions considering building or growing their own programs.
{"title":"Colorado State University’s Extension Internship Program: Opportunities to Build Bridges","authors":"B. Jablonski, R. Hill","doi":"10.54656/jces.v14i3.458","DOIUrl":"https://doi.org/10.54656/jces.v14i3.458","url":null,"abstract":"Public universities in the U.S. are striving to improve upon their engagement portfolios through connecting various units in transdisciplinary capacities and better leveraging statewide assets. Students, and specifically internship programs, can provide a great mechanism to facilitate these bridge-building efforts. This article provides a description of Colorado State University's Extension Internship program, its history and evolution, its impacts on different constituents (including students, extension, and faculty/staff), and a critical reflection on where the program currently stands and where it is going. We hope that this is useful to other institutions considering building or growing their own programs.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49578303","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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