Service-learning projects enable students to apply course concepts while connecting with and providing valuable services to their larger community. Such projects are particularly valuable in civic education, where students can act as the driving forces behind political engagement education and motivation efforts. “UIndyVotes!” is a student project focused on voter registration and education at the University of Indianapolis in Indiana. It aims to engage the campus and the community in upcoming elections. In its first two iterations (in 2016 and 2018), the project organized voter registration tables, door-to-door canvassing, and voter education programs. This case study assesses the efforts of the project, including its objectives, processes, programming, and partnerships, and recommends best practices for future campus voter registration drives. The improvements observed between iterations illustrate the value of organizing early, securing key partnerships, and delegating tasks via the university network and system available to students. This case study offers guidance and recommendations for how instructors can adopt and adapt these practices to create or enhance similar service-learning experiences on their own campuses.
{"title":"Engaging Students in Politics Through Service-Learning: A Guide to Best Practices in College Voter Registration and Education","authors":"L. Wilson","doi":"10.54656/jces.v14i2.28","DOIUrl":"https://doi.org/10.54656/jces.v14i2.28","url":null,"abstract":"Service-learning projects enable students to apply course concepts while connecting with and providing valuable services to their larger community. Such projects are particularly valuable in civic education, where students can act as the driving forces behind political engagement education and motivation efforts. “UIndyVotes!” is a student project focused on voter registration and education at the University of Indianapolis in Indiana. It aims to engage the campus and the community in upcoming elections. In its first two iterations (in 2016 and 2018), the project organized voter registration tables, door-to-door canvassing, and voter education programs. This case study assesses the efforts of the project, including its objectives, processes, programming, and partnerships, and recommends best practices for future campus voter registration drives. The improvements observed between iterations illustrate the value of organizing early, securing key partnerships, and delegating tasks via the university network and system available to students. This case study offers guidance and recommendations for how instructors can adopt and adapt these practices to create or enhance similar service-learning experiences on their own campuses.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44804849","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}
T. Hurt, Kimberly Greder, J. Cardamone, Ben Bell, Kim Cheeks, Rosa Gonzalez, Margaret C. O’Connor, Barbara Woods
In the state of Iowa, persistent disparities exist between the academic performance of African American youth and the overall student population. Communities in Iowa thus have a critical opportunity to promote academic success among African American youth. With the goal of addressing these disparities in education, we evaluated how best to collaborate with African American residents to build upon the strengths of families and to create new initiatives or modify existing programs to improve educational success. Community leaders, Iowa State University faculty, and university Extension and Outreach staff recruited 45 parents raising African American youth as well as experienced African American educators living in the community. These individuals participated in a series of study circles and action forums and shared their experiences and recommendations for strengthening educational programming for African American youth in the county. Their guidance informed program content, delivery approaches, implementation strategies, and outreach to the African American community in Iowa. Findings may be transferable to other contexts.
{"title":"Enhancing African American Youth Academic Success","authors":"T. Hurt, Kimberly Greder, J. Cardamone, Ben Bell, Kim Cheeks, Rosa Gonzalez, Margaret C. O’Connor, Barbara Woods","doi":"10.54656/jces.v14i3.46","DOIUrl":"https://doi.org/10.54656/jces.v14i3.46","url":null,"abstract":"In the state of Iowa, persistent disparities exist between the academic performance of African American youth and the overall student population. Communities in Iowa thus have a critical opportunity to promote academic success among African American youth. With the goal of addressing these disparities in education, we evaluated how best to collaborate with African American residents to build upon the strengths of families and to create new initiatives or modify existing programs to improve educational success. Community leaders, Iowa State University faculty, and university Extension and Outreach staff recruited 45 parents raising African American youth as well as experienced African American educators living in the community. These individuals participated in a series of study circles and action forums and shared their experiences and recommendations for strengthening educational programming for African American youth in the county. Their guidance informed program content, delivery approaches, implementation strategies, and outreach to the African American community in Iowa. Findings may be transferable to other contexts.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44630739","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}
B. D’Agostino, Amanda Krause, Amy Klan, Briana J. Goldberg, J. Whitley, Maria A. Rogers, David Smith, Michael J. G. Hone, Natasha McBrearty
This paper describes a newly established community-based participatory research partnership that brings together professionals from several disciplines to gain greater insight into the needs of children and the families of children seeking mental health services in a community setting. This paper, written from the perspective of graduate students, outlines the successes and challenges that have accompanied the establishment of our university-community partnership. Informed by the interactive and contextual model of collaboration (Suarez-Balcazar et al., 2005), this paper outlines key elements of developing and sustaining a community-based partnership and offers reflections on our personal experiences and lessons learned as graduate students within the partnership. Our examination reveals that adequate and consistent communication and the early establishment of trust and mutual respect among partners have been integral components of the emergence and success of this partnership.
本文描述了一个新建立的以社区为基础的参与性研究伙伴关系，它汇集了来自多个学科的专业人员，以更深入地了解儿童和儿童家庭在社区环境中寻求心理健康服务的需求。本文从研究生的角度出发，概述了大学与社区建立伙伴关系的成功和挑战。根据互动和情境合作模式(Suarez-Balcazar et al.， 2005)，本文概述了发展和维持基于社区的伙伴关系的关键要素，并对我们作为研究生在伙伴关系中获得的个人经验和教训进行了反思。我们的审查表明，充分和一贯的沟通以及在伙伴之间早日建立信任和相互尊重是这一伙伴关系的出现和成功的组成部分。
{"title":"Navigating the Triumphs and Tribulations of a University-Community Children’s Mental Health Partnership: Reflections on the First Year as Told by Graduate Students","authors":"B. D’Agostino, Amanda Krause, Amy Klan, Briana J. Goldberg, J. Whitley, Maria A. Rogers, David Smith, Michael J. G. Hone, Natasha McBrearty","doi":"10.54656/jces.v14i2.41","DOIUrl":"https://doi.org/10.54656/jces.v14i2.41","url":null,"abstract":"This paper describes a newly established community-based participatory research partnership that brings together professionals from several disciplines to gain greater insight into the needs of children and the families of children seeking mental health services in a community setting. This paper, written from the perspective of graduate students, outlines the successes and challenges that have accompanied the establishment of our university-community partnership. Informed by the interactive and contextual model of collaboration (Suarez-Balcazar et al., 2005), this paper outlines key elements of developing and sustaining a community-based partnership and offers reflections on our personal experiences and lessons learned as graduate students within the partnership. Our examination reveals that adequate and consistent communication and the early establishment of trust and mutual respect among partners have been integral components of the emergence and success of this partnership.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42678066","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}
Jennifer Marshall, Cedrick Ade, Emma Hume, Concha Prieto, J. Winston, Carlene Geffrard, S. Kaushik, Nicole N. Martin-Bynum
The Florida Early Childhood Comprehensive Systems (ECCS) Impact Project focuses on improving the developmental health of infants and young children by supporting place-based community initiatives through a Collaborative Improvement and Innovation Network (CoIIN) approach. The CoIIN is a multidisciplinary team that fosters collaboration and coordination among agencies and community residents. A team at the University of South Florida conducted an independent evaluation of the ECCS Impact Project in Liberty City (LC), Miami, Florida, starting with a community assessment to gain a better understanding of local assets, needs and priorities. This community assessment was completed in collaboration with LC ECCS. Across the first two years of the initiative, the community assessment included methods such as geographic information system mapping; attending and planning meetings; conducting focus groups with parents, residents, and community providers; engaging in virtual and walking tours; and hosting interactive mapping workshops. The multimethod approach contributed to a community assessment that was comprehensive and holistic and that encompassed multiple perspectives. Results of the process included authentic engagement across community sectors and levels of influence and learning and reflection on community strengths, resources, and priorities to facilitate organization for positive change.
{"title":"Interactive Mapping: A Method for Engaged Community Assessment","authors":"Jennifer Marshall, Cedrick Ade, Emma Hume, Concha Prieto, J. Winston, Carlene Geffrard, S. Kaushik, Nicole N. Martin-Bynum","doi":"10.54656/jces.v14i2.36","DOIUrl":"https://doi.org/10.54656/jces.v14i2.36","url":null,"abstract":"The Florida Early Childhood Comprehensive Systems (ECCS) Impact Project focuses on improving the developmental health of infants and young children by supporting place-based community initiatives through a Collaborative Improvement and Innovation Network (CoIIN) approach. The CoIIN is a multidisciplinary team that fosters collaboration and coordination among agencies and community residents. A team at the University of South Florida conducted an independent evaluation of the ECCS Impact Project in Liberty City (LC), Miami, Florida, starting with a community assessment to gain a better understanding of local assets, needs and priorities. This community assessment was completed in collaboration with LC ECCS. Across the first two years of the initiative, the community assessment included methods such as geographic information system mapping; attending and planning meetings; conducting focus groups with parents, residents, and community providers; engaging in virtual and walking tours; and hosting interactive mapping workshops. The multimethod approach contributed to a community assessment that was comprehensive and holistic and that encompassed multiple perspectives. Results of the process included authentic engagement across community sectors and levels of influence and learning and reflection on community strengths, resources, and priorities to facilitate organization for positive change.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42820606","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}
International inquiry- and/or design-based projects are increasingly recognized as a high-impact teaching and learning approach. However, if not incorporated well into STEM curricula, such as ABET-accredited engineering degrees, they may result in more time to graduation. A popular approach is to incorporate these experiences in capstone design-project courses, but assessment of the international activity learning outcomes can be challenging. The objective of this study was to assess if open-ended student reflections can serve as an assessment tool that allows instructors to capture the rich and complex outcomes of international project-based design activities. Qualitative methods (NVivo and BEVI) were used. In the NVivo approach, emergent themes were identified from 45 reflections authored by students who conducted international inquiry- and/or design-based engagement projects. Students’ trips to their respective locations lasted between 2 and 8 weeks. In the BEVI approach, a longitudinal follow-up survey was administered 5 or more years after graduation. Reflective essays captured a wide spectrum of student learning outcomes gained from project-based learning (mostly knowledge and skills) and service-learning (mostly attitude and identity) and can thus be used as a sole assessment tool. Outcomes of international project-based service-learning include not only developing an empathetic attitude but also moving to action consistent with the aroused empathetic feelings and thoughts. Five or more years after graduation, the empathy observed soon after the international project can still be found in former students.
{"title":"What Do Reflective Essays Tell Us About Student Learning Outcomes From Inquiry- and/or Design-Based International Engagement Projects?","authors":"W. Kisaalita, J. Mativo, Kathryn M. Youngblood","doi":"10.54656/jces.v14i2.29","DOIUrl":"https://doi.org/10.54656/jces.v14i2.29","url":null,"abstract":"International inquiry- and/or design-based projects are increasingly recognized as a high-impact teaching and learning approach. However, if not incorporated well into STEM curricula, such as ABET-accredited engineering degrees, they may result in more time to graduation. A popular approach is to incorporate these experiences in capstone design-project courses, but assessment of the international activity learning outcomes can be challenging. The objective of this study was to assess if open-ended student reflections can serve as an assessment tool that allows instructors to capture the rich and complex outcomes of international project-based design activities. Qualitative methods (NVivo and BEVI) were used. In the NVivo approach, emergent themes were identified from 45 reflections authored by students who conducted international inquiry- and/or design-based engagement projects. Students’ trips to their respective locations lasted between 2 and 8 weeks. In the BEVI approach, a longitudinal follow-up survey was administered 5 or more years after graduation. Reflective essays captured a wide spectrum of student learning outcomes gained from project-based learning (mostly knowledge and skills) and service-learning (mostly attitude and identity) and can thus be used as a sole assessment tool. Outcomes of international project-based service-learning include not only developing an empathetic attitude but also moving to action consistent with the aroused empathetic feelings and thoughts. Five or more years after graduation, the empathy observed soon after the international project can still be found in former students.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45301778","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}
T. Hurt, Soyoung Park, Margaret C. O’Connor, C. Murtha, Maya Bartel
Engaging all Iowans in building a stronger state, preparing for a thriving future, and solving contemporary problems in research, education, and extension are central to the mission and vision of Iowa State University Extension and Outreach (EO). Achieving these goals will hinge upon EO’s ability to innovate and respond to the needs and interests of Iowa’s diverse residents. Similar to other rural states, the composition of Iowa’s population is evolving in terms of race, nationality, economics, and education. The identities of EO staff do not reflect the communities EO is committed to serving; therefore, programming and activities may lack cultural relevance. In three small studies, Iowa State faculty and research assistants, EO staff, and community consultants (CCs) collaboratively organized local “study circles” and “action forums” in an effort to better understand underrepresented families’ needs in three Iowa counties. The team recruited 98 adults and youth to participate in these group discussions. Often, participants were not aware of EO’s mission, logo, or programs and services. Residents offered ideas for fostering familiarity, trust, and connection. CCs also listened to residents’ barriers to engagement, such as program formats and topics, and documented useful resources to enhance accessibility. Participants shared ideas for programs that they would be motivated to engage in. In this article, the authors outline connections to prior work, recommendations, and limitations.
{"title":"Finding the Community’s Voice: Community-Based Participatory Research in Three Iowa Counties","authors":"T. Hurt, Soyoung Park, Margaret C. O’Connor, C. Murtha, Maya Bartel","doi":"10.54656/jces.v14i2.33","DOIUrl":"https://doi.org/10.54656/jces.v14i2.33","url":null,"abstract":"Engaging all Iowans in building a stronger state, preparing for a thriving future, and solving contemporary problems in research, education, and extension are central to the mission and vision of Iowa State University Extension and Outreach (EO). Achieving these goals will hinge upon EO’s ability to innovate and respond to the needs and interests of Iowa’s diverse residents. Similar to other rural states, the composition of Iowa’s population is evolving in terms of race, nationality, economics, and education. The identities of EO staff do not reflect the communities EO is committed to serving; therefore, programming and activities may lack cultural relevance. In three small studies, Iowa State faculty and research assistants, EO staff, and community consultants (CCs) collaboratively organized local “study circles” and “action forums” in an effort to better understand underrepresented families’ needs in three Iowa counties. The team recruited 98 adults and youth to participate in these group discussions. Often, participants were not aware of EO’s mission, logo, or programs and services. Residents offered ideas for fostering familiarity, trust, and connection. CCs also listened to residents’ barriers to engagement, such as program formats and topics, and documented useful resources to enhance accessibility. Participants shared ideas for programs that they would be motivated to engage in. In this article, the authors outline connections to prior work, recommendations, and limitations.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47379260","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 paper is a critical reflection on a service-learning experience involving digital storytelling as a form of public engagement and community service. It is organized into themes that help illuminate the process: background and preparation, working “in the field,” and outcomes and assessments of the venture overall. The paper’s expected contribution lies in the examples from the field that speak to the healing power of community storytelling and listening, especially in unsettled times.
{"title":"California Listenin’: A Reflection on the Healing Power of Community Storytelling","authors":"Milmon F. Harrison","doi":"10.54656/jces.v14i2.34","DOIUrl":"https://doi.org/10.54656/jces.v14i2.34","url":null,"abstract":"This paper is a critical reflection on a service-learning experience involving digital storytelling as a form of public engagement and community service. It is organized into themes that help illuminate the process: background and preparation, working “in the field,” and outcomes and assessments of the venture overall. The paper’s expected contribution lies in the examples from the field that speak to the healing power of community storytelling and listening, especially in unsettled times.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43778965","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 chronicles how three land-grant universities and one non-land-grant university medical center have transformed to meet the needs of people where they live, work, learn, and play. In this article, we first get a glimpse of how an institutional commitment to community engagement and supportive administrative structures are advancing community-based public health practice at Oregon State University. Next, we learn how Texas A&M’s AgriLife Extension Service is using community data to focus on the most pressing needs of the state’s 254 counties. We then examine how Mississippi State University is working to address the shortage of health care professionals in its state by introducing young people to health careers and encouraging medical students to practice in the state. Finally, we learn how the University of New Mexico Medical Center and New Mexico State University are using the tried-and-true principles of cooperative extension to address the state population’s health needs through Health Extension Rural Offices.
{"title":"Improving the Health of the Nation Through Transdisciplinary Community Engagement","authors":"R. Rennekamp","doi":"10.54656/jces.v14i3.50","DOIUrl":"https://doi.org/10.54656/jces.v14i3.50","url":null,"abstract":"This article chronicles how three land-grant universities and one non-land-grant university medical center have transformed to meet the needs of people where they live, work, learn, and play. In this article, we first get a glimpse of how an institutional commitment to community engagement and supportive administrative structures are advancing community-based public health practice at Oregon State University. Next, we learn how Texas A&M’s AgriLife Extension Service is using community data to focus on the most pressing needs of the state’s 254 counties. We then examine how Mississippi State University is working to address the shortage of health care professionals in its state by introducing young people to health careers and encouraging medical students to practice in the state. Finally, we learn how the University of New Mexico Medical Center and New Mexico State University are using the tried-and-true principles of cooperative extension to address the state population’s health needs through Health Extension Rural Offices.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42999438","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}
While many articles have been written about land-grant universities (LGUs) and their tripartite mission, the objective of this article is to place that mission within a broad historical overview of the role of engagement within LGUs, to familiarize readers with the influence of engagement on higher education, and to discuss the important role of Cooperative Extension as the LGUs’ key mode of connection with stakeholder communities. With the passage of the Morrill Act of 1862, Congress created a national system of LGUs that made public higher education available and affordable to the American working class, with a focus on agriculture, mechanical arts, and military science. Subsequent congressional legislation firmly established LGUs’ tripartite mission of teaching, research, and extension. Later, Extension was included in the broader engagement missions of LGUs. However, the characterizations of this broader notion of university engagement were often obscure and lacked clarity, with no agreed-upon framework for assessment. Reports from the Kellogg Commission in 1999 and subsequently the Carnegie Foundation in 2005 helped to define, clarify, and socialize meaningful university engagement. With common criteria established, it became obvious that LGU leaders must align their engagement resources toward the common goal of deepening engagement to address important societal issues. It also became evident that for Cooperative Extension to be recognized as an engaged organization within the university mission, it must constantly evolve to stay current with the scholarship of engagement, embrace transdisciplinary practices, and focus on the public value created when universities and their community partners find common ground on what matters to academics, practitioners, administrators, elected officials, and community members. The benefits of an aligned set of engagement resources can only be realized if strategy, investment, and incentives reinforce a commitment to engagement.
{"title":"Harnessing Potential: The Role of Public and Land-Grant Universities’ Commitment to Engagement","authors":"Sheila Martin, Douglas Steele","doi":"10.54656/jces.v14i3.47","DOIUrl":"https://doi.org/10.54656/jces.v14i3.47","url":null,"abstract":"While many articles have been written about land-grant universities (LGUs) and their tripartite mission, the objective of this article is to place that mission within a broad historical overview of the role of engagement within LGUs, to familiarize readers with the influence of engagement on higher education, and to discuss the important role of Cooperative Extension as the LGUs’ key mode of connection with stakeholder communities. With the passage of the Morrill Act of 1862, Congress created a national system of LGUs that made public higher education available and affordable to the American working class, with a focus on agriculture, mechanical arts, and military science. Subsequent congressional legislation firmly established LGUs’ tripartite mission of teaching, research, and extension. Later, Extension was included in the broader engagement missions of LGUs. However, the characterizations of this broader notion of university engagement were often obscure and lacked clarity, with no agreed-upon framework for assessment. Reports from the Kellogg Commission in 1999 and subsequently the Carnegie Foundation in 2005 helped to define, clarify, and socialize meaningful university engagement. With common criteria established, it became obvious that LGU leaders must align their engagement resources toward the common goal of deepening engagement to address important societal issues. It also became evident that for Cooperative Extension to be recognized as an engaged organization within the university mission, it must constantly evolve to stay current with the scholarship of engagement, embrace transdisciplinary practices, and focus on the public value created when universities and their community partners find common ground on what matters to academics, practitioners, administrators, elected officials, and community members. The benefits of an aligned set of engagement resources can only be realized if strategy, investment, and incentives reinforce a commitment to engagement.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47972915","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":"Transdisciplinary Engagement: Advancing the Community Engagement Mission for All","authors":"A. Reed, L. Swanson","doi":"10.54656/jces.v14i3.45","DOIUrl":"https://doi.org/10.54656/jces.v14i3.45","url":null,"abstract":"A framing article for the special issue.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42409985","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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