The National Institute of Civil Discourse and the Prison Policy Initiative have reported a number of uncivil interactions in the United States, some resulting in over 36,000 youth detained in the juvenile justice system as of 2022, with 15,800 offenses stemming from person-to-person interactions (Boatright, 2022; Prison Policy Initiative, 2022). Lack of civility, especially among children without skills to resolve conflict in socially appropriate ways, presents serious challenges in communities and to K–12 educators who are responsible for addressing issues that arise in schools. The current study examines through a cultural lens community and school leaders’ motivations in implementing a civil leadership program at the elementary school level and the effect of the intervention in ameliorating uncivil student interactions.
{"title":"Education-Community Initiative: Motivations for Implementing a Civil Leadership Program at an Elementary School","authors":"Ri'Cha ri Sancho","doi":"10.54656/jces.v15i1.452","DOIUrl":"https://doi.org/10.54656/jces.v15i1.452","url":null,"abstract":"The National Institute of Civil Discourse and the Prison Policy Initiative have reported a number of uncivil interactions in the United States, some resulting in over 36,000 youth detained in the juvenile justice system as of 2022, with 15,800 offenses stemming from person-to-person interactions (Boatright, 2022; Prison Policy Initiative, 2022). Lack of civility, especially among children without skills to resolve conflict in socially appropriate ways, presents serious challenges in communities and to K–12 educators who are responsible for addressing issues that arise in schools. The current study examines through a cultural lens community and school leaders’ motivations in implementing a civil leadership program at the elementary school level and the effect of the intervention in ameliorating uncivil student interactions.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70842319","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}
Emily Galley, B. Farrell, J. Conklin, Pam Howell, Lisa M. McCarthy, L. Raman-Wilms
Polypharmacy, or the simultaneous use of multiple medications, represents a significant public health challenge—particularly among older adults, who are more likely to experience negative clinical outcomes attributable to adverse reactions to or interactions between their medications (Canadian Institute for Health Information, 2013). Improved medication management on the part of both patients and health care providers (HCPs) is needed to address the issues and consequences associated with polypharmacy, but conversations between patients and their HCPs about options for medication changes remain the exception. In a rural community near Ottawa, Ontario, a community-based participatory research (CBPR) approach aimed to support improved public awareness of and participation in medication management and deprescribing through educational events aimed at older adults. This paper describes the processes researchers used in collaboration with community members to discuss and address medication management in a locally relevant manner, details the results of these processes, and suggests how similar approaches may be employed to empower patients and communities to address issues of personal health care.
{"title":"Using Community Engagement to Initiate Conversations About Medication Management and Deprescribing in Primary Care","authors":"Emily Galley, B. Farrell, J. Conklin, Pam Howell, Lisa M. McCarthy, L. Raman-Wilms","doi":"10.54656/jces.v15i1.447","DOIUrl":"https://doi.org/10.54656/jces.v15i1.447","url":null,"abstract":"Polypharmacy, or the simultaneous use of multiple medications, represents a significant public health challenge—particularly among older adults, who are more likely to experience negative clinical outcomes attributable to adverse reactions to or interactions between their medications (Canadian Institute for Health Information, 2013). Improved medication management on the part of both patients and health care providers (HCPs) is needed to address the issues and consequences associated with polypharmacy, but conversations between patients and their HCPs about options for medication changes remain the exception. In a rural community near Ottawa, Ontario, a community-based participatory research (CBPR) approach aimed to support improved public awareness of and participation in medication management and deprescribing through educational events aimed at older adults. This paper describes the processes researchers used in collaboration with community members to discuss and address medication management in a locally relevant manner, details the results of these processes, and suggests how similar approaches may be employed to empower patients and communities to address issues of personal health care.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49260014","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. Holden, Mairi McDermott, Barb Brown, Sharon Friesen
Community-engaged research calls on us to rethink ourselves as researchers and to address lopsided researcher-researched relationships. As a group of university researchers, we participated in a research-practice partnership that included a research-intensive university, an internationally recognized professional learning network, a ministry of education funder, and a school district in Alberta, Canada. Despite the long-standing, collaborative relationships between these organizations, a spin-off research partnership slid into traditional research practices that limited the project’s potential. To critically reflect on these events, we engaged in eight cogenerative dialogues and three semistructured interviews to examine key moments in the partnership more closely. Our findings highlight how limitations in our fields of view as well as significant changes at crucial points in the partnership affected our ability to engage in sustained community-engaged research. We discuss critical learnings about this partnership in particular and offer recommendations that will help future research-practice partnerships assess and sustain their collaborations in meaningful ways.
{"title":"What Is It Like to Do Community-Engaged Research? Lessons Learned From University Researchers’ Perspectives","authors":"M. Holden, Mairi McDermott, Barb Brown, Sharon Friesen","doi":"10.54656/jces.v15i1.444","DOIUrl":"https://doi.org/10.54656/jces.v15i1.444","url":null,"abstract":"Community-engaged research calls on us to rethink ourselves as researchers and to address lopsided researcher-researched relationships. As a group of university researchers, we participated in a research-practice partnership that included a research-intensive university, an internationally recognized professional learning network, a ministry of education funder, and a school district in Alberta, Canada. Despite the long-standing, collaborative relationships between these organizations, a spin-off research partnership slid into traditional research practices that limited the project’s potential. To critically reflect on these events, we engaged in eight cogenerative dialogues and three semistructured interviews to examine key moments in the partnership more closely. Our findings highlight how limitations in our fields of view as well as significant changes at crucial points in the partnership affected our ability to engage in sustained community-engaged research. We discuss critical learnings about this partnership in particular and offer recommendations that will help future research-practice partnerships assess and sustain their collaborations in meaningful ways.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41821898","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}
"Doing TIME (This Is My Environment) in Athens" was a photovoice project involving a group of adolescents from the town of Athens, Georgia. The purpose of the "TIME" study was to use photovoice methodology to teach participating young people how to enact social change in their community. Participants were charged with taking photographs that best represented (a) what they liked about their community and (b) what they would like to see changed. Participants took a total of 67 photographs; these were methodically narrowed down to 26 photographs using a combination of open-ended discussion questions and semistructured interview questions. The final photographs represented five themes: (a) economic injustice, (b) segregation by race and class, (c) animal rights and neglect, (d) love of the arts, and (e) a sense of belonging and pride. These photographs were then captioned, framed, and displayed at a local historic art gallery, where local residents, university officials, and policy-makers were invited to discuss the youth photographers’ concerns.
{"title":"\"Doing TIME in Athens\": A Photovoice Journey With Adolescents in Search of Social Change and the Unintended Benefit of Positive Mental Health Outcomes","authors":"M. Robinson, Jocelyn R. Smith Lee","doi":"10.54656/jces.v15i1.443","DOIUrl":"https://doi.org/10.54656/jces.v15i1.443","url":null,"abstract":"\"Doing TIME (This Is My Environment) in Athens\" was a photovoice project involving a group of adolescents from the town of Athens, Georgia. The purpose of the \"TIME\" study was to use photovoice methodology to teach participating young people how to enact social change in their community. Participants were charged with taking photographs that best represented (a) what they liked about their community and (b) what they would like to see changed. Participants took a total of 67 photographs; these were methodically narrowed down to 26 photographs using a combination of open-ended discussion questions and semistructured interview questions. The final photographs represented five themes: (a) economic injustice, (b) segregation by race and class, (c) animal rights and neglect, (d) love of the arts, and (e) a sense of belonging and pride. These photographs were then captioned, framed, and displayed at a local historic art gallery, where local residents, university officials, and policy-makers were invited to discuss the youth photographers’ concerns.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47096842","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}
Coverage of the 2012 Magrath Awards and the award-winning posters from NOSC
2012年Magrath奖的报道和NOSC的获奖海报
{"title":"2012 NOSC Award Winners","authors":"E. Mullins","doi":"10.54656/jces.v6i1.372","DOIUrl":"https://doi.org/10.54656/jces.v6i1.372","url":null,"abstract":"Coverage of the 2012 Magrath Awards and the award-winning posters from NOSC","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47694326","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}
{"title":"Response from Dr. Sanyal, University of Idaho, on Being Named Associate Editor of JCES","authors":"N. Sanyal","doi":"10.54656/jces.v6i2.343","DOIUrl":"https://doi.org/10.54656/jces.v6i2.343","url":null,"abstract":"From the Associate Editor","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44933354","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}
Coverage of the 2014 Annual Conference of the Engagement Scholarship Consortium, featuring The keynote address from Dr. Rajesh Tandon Poster Session Award Winners First Place—Integrating High-Impact Scholarship into a General Education Class. By Careen Yarnal and Hsin-Yu Chen (The Pennsylvania State University) Second Place—The Impact of Homelessness and Incarceration on the Health of Women. By Louanne Keenan and Rabia Ahmed (University of Alberta) Third Place—Does Service-Learning Make Graduates (Feel) More Employable? By Paul H. Matthews and Jeffrey H. Dorfman (University of Georgia) Honorable Mention with Distinction Illustrating the Impacts: Global Community Engaged Design. By Rebekah Radtke and Travis Hicks (University of North Carolina-Greensboro). Oklahoma Cooperative Extension Service: Building an Interculturally Competent Community. By Maria G. Fabregas Janeiro and Jorge Atiles (Oklahoma State University). Characteristics of Effective Practice by Faculty in Service-Learning Courses. By Paul H. Matthews (University of Georgia) and Andrew J. Pearl (University of North Georgia).
{"title":"Highlights of the ESC 2014 Conference","authors":"E. Mullins","doi":"10.54656/jces.v8i2.296","DOIUrl":"https://doi.org/10.54656/jces.v8i2.296","url":null,"abstract":"Coverage of the 2014 Annual Conference of the Engagement Scholarship Consortium, featuring \u0000 \u0000The keynote address from Dr. Rajesh Tandon \u0000Poster Session Award Winners \u0000 \u0000First Place—Integrating High-Impact Scholarship into a General Education Class. By Careen Yarnal and Hsin-Yu Chen (The Pennsylvania State University) \u0000Second Place—The Impact of Homelessness and Incarceration on the Health of Women. By Louanne Keenan and Rabia Ahmed (University of Alberta) \u0000Third Place—Does Service-Learning Make Graduates (Feel) More Employable? By Paul H. Matthews and Jeffrey H. Dorfman (University of Georgia) \u0000Honorable Mention with Distinction \u0000 \u0000Illustrating the Impacts: Global Community Engaged Design. By Rebekah Radtke and Travis Hicks (University of North Carolina-Greensboro). \u0000Oklahoma Cooperative Extension Service: Building an Interculturally Competent Community. By Maria G. Fabregas Janeiro and Jorge Atiles (Oklahoma State University). \u0000Characteristics of Effective Practice by Faculty in Service-Learning Courses. By Paul H. Matthews (University of Georgia) and Andrew J. Pearl (University of North Georgia). \u0000 \u0000 \u0000 \u0000 \u0000","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49577331","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}
{"title":"Introducing JCES' New Community Perspectives and Student Voices Editor","authors":"K. Bruna","doi":"10.54656/jces.v9i2.244","DOIUrl":"https://doi.org/10.54656/jces.v9i2.244","url":null,"abstract":"From the Associate Editor","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49185241","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}
Coverage of the 2016 Annual Conference of the Engagement Scholarship Consortium
参与奖学金联合会2016年年会报道
{"title":"2016 ESC Conference Highlights","authors":"E. Mullins","doi":"10.54656/jces.v10i1.230","DOIUrl":"https://doi.org/10.54656/jces.v10i1.230","url":null,"abstract":"Coverage of the 2016 Annual Conference of the Engagement Scholarship Consortium","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46409566","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}
Kim Soper, Jenenne A Geske, Liliana Bronner, Maurice Godfrey
Many students have difficulty understanding terms from the academic register such as "analyze," "discuss," and "compare." This issue may be exacerbated for some Native American students, especially those who live on reservations with limited exposure to mainstream cultures. In this community-based participatory research project, academic investigators partnered with educators and community members from Native communities in Nebraska and South Dakota to expand students' academic vocabulary and improve student achievement. Together, we formed a team in which community members collaborated with academic investigators to develop word-wall cards incorporating dual-coding theory-that is, combining visual and verbal cues-to help students understand academic vocabulary words. Paivio's dual-coding theory postulates that verbal and visual information are encoded in separate but interconnected pathways and that concepts encoded via both pathways are more easily remembered. Accordingly, presenting information using multiple mediums, such as graphs, photographs, or demonstrations, may enhance learning. These cards were shared with community educators who used them in their classrooms. We present evidence that incorporating these multimodal tools into classrooms may improve students' understanding of academic vocabulary. Through this partnership, educators in Native American communities were able to represent their lived experiences. Teachers and administrators in Native American and non-Native classrooms could easily partner with other experts to incorporate similar innovations in their own schools and classrooms.
{"title":"Improving Student Understanding of Academic Assessment Vocabulary Words Using Visual Cues: A Collaborative Effort.","authors":"Kim Soper, Jenenne A Geske, Liliana Bronner, Maurice Godfrey","doi":"10.54656/jces.v15i1.52","DOIUrl":"https://doi.org/10.54656/jces.v15i1.52","url":null,"abstract":"<p><p>Many students have difficulty understanding terms from the academic register such as \"analyze,\" \"discuss,\" and \"compare.\" This issue may be exacerbated for some Native American students, especially those who live on reservations with limited exposure to mainstream cultures. In this community-based participatory research project, academic investigators partnered with educators and community members from Native communities in Nebraska and South Dakota to expand students' academic vocabulary and improve student achievement. Together, we formed a team in which community members collaborated with academic investigators to develop word-wall cards incorporating dual-coding theory-that is, combining visual and verbal cues-to help students understand academic vocabulary words. Paivio's dual-coding theory postulates that verbal and visual information are encoded in separate but interconnected pathways and that concepts encoded via both pathways are more easily remembered. Accordingly, presenting information using multiple mediums, such as graphs, photographs, or demonstrations, may enhance learning. These cards were shared with community educators who used them in their classrooms. We present evidence that incorporating these multimodal tools into classrooms may improve students' understanding of academic vocabulary. Through this partnership, educators in Native American communities were able to represent their lived experiences. Teachers and administrators in Native American and non-Native classrooms could easily partner with other experts to incorporate similar innovations in their own schools and classrooms.</p>","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9451170/pdf/nihms-1831698.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33457596","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}
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