Pub Date : 2020-09-21DOI: 10.3998/mjcsloa.3239521.0026.205
Monica M. Kowal
{"title":"Book Review: Transformative Civic Engagement Through Community Organizing by Mark Avila","authors":"Monica M. Kowal","doi":"10.3998/mjcsloa.3239521.0026.205","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0026.205","url":null,"abstract":"","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82836235","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}
Pub Date : 2020-09-21DOI: 10.3998/MJCSLOA.3239521.0026.203
Linyuan Guo-Brennan, C. VanLeeuwen, Mary M. MacPhee, Michael Guo-Brennan
Integrating community- based learning (CBL) into graduate education has gained attention in higher education during the past decade because CBL allows students to inculcate professional values and ethics, situate academic knowledge and understanding in contexts, and practice academic citizenship through serving communities with disciplinary knowledge and skills. In a North American higher education context, about half of the graduate student population are international students, who have needs in several areas. How-ever, their experiences in CBL are under- investigated and scarcely documented in existing literature and scholarship in either community- based learning or international education. Drawing on international students’ experiences in a graduate program infused with CBL components in Canadian higher education, this mixed methods case study examined the impact of CBL on international students’ developments in five areas: academic, sociocultural, personal, professional, and global citizenship. Through discussions on the benefit, barriers, and implications of providing CBL to international graduate students, this article offers recommendations for improved higher education policy, programs, and praxis to make CBL more inclusive and responsive to international graduate students. not tied to a specific course or program. This article reports a mixed meth ods case study examining the impact of CBL on international graduate students at a Canadian public university. Beginning with a brief review of the research context, methodology, and methods, the article reports findings on students’ perceptions of CBL and the impact of CBL on international graduate students in five areas: academic, sociocultural, personal, professional, and global citizenship development. The article then discusses the impli cations for higher education institutions (HEIs) and offers recommendations on CBL program development in graduate education and future research possibilities. Findings shed light on the pitfalls and opportunities of enhancing the inclusivity and responsiveness of a CBL program and praxis in a HEI with a large number of international graduate students.
{"title":"Community-Based Learning for International Graduate Students: Impact and Implications","authors":"Linyuan Guo-Brennan, C. VanLeeuwen, Mary M. MacPhee, Michael Guo-Brennan","doi":"10.3998/MJCSLOA.3239521.0026.203","DOIUrl":"https://doi.org/10.3998/MJCSLOA.3239521.0026.203","url":null,"abstract":"Integrating community- based learning (CBL) into graduate education has gained attention in higher education during the past decade because CBL allows students to inculcate professional values and ethics, situate academic knowledge and understanding in contexts, and practice academic citizenship through serving communities with disciplinary knowledge and skills. In a North American higher education context, about half of the graduate student population are international students, who have needs in several areas. How-ever, their experiences in CBL are under- investigated and scarcely documented in existing literature and scholarship in either community- based learning or international education. Drawing on international students’ experiences in a graduate program infused with CBL components in Canadian higher education, this mixed methods case study examined the impact of CBL on international students’ developments in five areas: academic, sociocultural, personal, professional, and global citizenship. Through discussions on the benefit, barriers, and implications of providing CBL to international graduate students, this article offers recommendations for improved higher education policy, programs, and praxis to make CBL more inclusive and responsive to international graduate students. not tied to a specific course or program. This article reports a mixed meth ods case study examining the impact of CBL on international graduate students at a Canadian public university. Beginning with a brief review of the research context, methodology, and methods, the article reports findings on students’ perceptions of CBL and the impact of CBL on international graduate students in five areas: academic, sociocultural, personal, professional, and global citizenship development. The article then discusses the impli cations for higher education institutions (HEIs) and offers recommendations on CBL program development in graduate education and future research possibilities. Findings shed light on the pitfalls and opportunities of enhancing the inclusivity and responsiveness of a CBL program and praxis in a HEI with a large number of international graduate students.","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80481222","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}
Pub Date : 2020-09-21DOI: 10.3998/MJCSLOA.3239521.0026.201
Cathy Avila-Linn
With 23 campuses serving nearly 500,000 students, the California State University (CSU) is the largest and most diverse university system in the country. Annually, 3,500 service- learning (SL) courses are offered to more than 67,000 students, 17% of whom are science, technology, engineering, and mathematics (STEM) majors. However, there is little data on the landscape of these courses and the extent to which they are implemented with fidelity and quality across campuses. This article will summarize the first system- wide, multi-year research study assessing SL in STEM courses and address key gaps in the literature. Specifically, the article will explore how SL is implemented in STEM disciplines across a sample of CSU institutions, common underlying elements in course implementation, and the overall quality of those SL elements within courses. In addressing these questions, this article will also discuss the development of study instruments and the resulting codification of essential SL elements.
{"title":"Uncovering the Quality of STEM Service-Learning Course Implementation and Essential Elements Across the California State University System","authors":"Cathy Avila-Linn","doi":"10.3998/MJCSLOA.3239521.0026.201","DOIUrl":"https://doi.org/10.3998/MJCSLOA.3239521.0026.201","url":null,"abstract":"With 23 campuses serving nearly 500,000 students, the California State University (CSU) is the largest and most diverse university system in the country. Annually, 3,500 service- learning (SL) courses are offered to more than 67,000 students, 17% of whom are science, technology, engineering, and mathematics (STEM) majors. However, there is little data on the landscape of these courses and the extent to which they are implemented with fidelity and quality across campuses. This article will summarize the first system- wide, multi-year research study assessing SL in STEM courses and address key gaps in the literature. Specifically, the article will explore how SL is implemented in STEM disciplines across a sample of CSU institutions, common underlying elements in course implementation, and the overall quality of those SL elements within courses. In addressing these questions, this article will also discuss the development of study instruments and the resulting codification of essential SL elements.","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91183190","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}
Pub Date : 2020-09-21DOI: 10.3998/MJCSLOA.3239521.0026.202
D. Harkins
Servicelearning is a pedagogical approach that higher education can use to promote civic engagement among students, but it has not fully realized its original civic purpose. Butin (2010) argues that to meet its civic mission, servicelearning must move toward a more justiceoriented pedagogy that empowers stakeholders to bring about social change. To that end, we worked toward a more critical model of servicelearning, first proposed by Mitchell (2008), that encourages a social change approach to servicelearning. We propose that students’ relationships with their professors, community partners, and peer mentors help facilitate this goal. We examined how these three types of relationship impacted students’ civic engagement. Results demonstrated that each type of relationship had a different impact on students’ developing civic engagement attitudes. This article discusses how such relationships can help achieve critical servicelearning’s goal of developing more participatory and transformational citizens. Servicelearning represents an important pedagogical approach that higher education can use to promote civic engagement among students (Duncan & Kopperud, 2008). Civic engagement, defined by Thomas Ehrlich (2000), is using political and nonpolitical means to engage with a community to make a positive difference in the quality of life for members of that community. Higher education is uniquely positioned to encourage civic engagement because it can provide students with a space to recognize injustice and inequality, to obtain skills to speak and act on unchallenged systems, and to gain intercultural competencies to promote public action (Musil, 2009). We propose that servicelearning students’ relationships with their professors, community partners, and peer mentors further develop their civic engagement attitudes. Research demonstrates a wide range of benefits of servicelearning for students including significant gains in social skills, academic performance, personal insight, and cognitive development (Celio et al., 2011; Yorio & Feifei, 2012). These benefits in student outcomes reveal the positive impact of servicelearning coursework on students’ personal and professional development (Butin, 2010). Such glowing findings might mislead us into thinking servicelearning has only positive outcomes. A significant number of theorists and researchers have 22 | DEBRA HARKINS, LAUREN GRENIER, CYNTHIA IRIZARRY, ELIZABETH ROBINSON, SUKANYA RAY, and LYNNE-MARIE SHEA cautioned that the potential for servicelearning to create transformative change may instead represent only ameliorative change that unintentionally reinforces or even strengthens power imbalances (BoyleBaise, 1999; Cross, 2005; Himley, 2004; Hullender et al., 2015; Rosenberg, 1997; Sleeter, 2001; Varlotta, 1997). Critical servicelearning pedagogy addresses these concerns and aims to promote social justice by educating students on how to deconstruct theoretically, empirically, and practically the power
{"title":"Building Relationships for Critical Service-Learning","authors":"D. Harkins","doi":"10.3998/MJCSLOA.3239521.0026.202","DOIUrl":"https://doi.org/10.3998/MJCSLOA.3239521.0026.202","url":null,"abstract":"Servicelearning is a pedagogical approach that higher education can use to promote civic engagement among students, but it has not fully realized its original civic purpose. Butin (2010) argues that to meet its civic mission, servicelearning must move toward a more justiceoriented pedagogy that empowers stakeholders to bring about social change. To that end, we worked toward a more critical model of servicelearning, first proposed by Mitchell (2008), that encourages a social change approach to servicelearning. We propose that students’ relationships with their professors, community partners, and peer mentors help facilitate this goal. We examined how these three types of relationship impacted students’ civic engagement. Results demonstrated that each type of relationship had a different impact on students’ developing civic engagement attitudes. This article discusses how such relationships can help achieve critical servicelearning’s goal of developing more participatory and transformational citizens. Servicelearning represents an important pedagogical approach that higher education can use to promote civic engagement among students (Duncan & Kopperud, 2008). Civic engagement, defined by Thomas Ehrlich (2000), is using political and nonpolitical means to engage with a community to make a positive difference in the quality of life for members of that community. Higher education is uniquely positioned to encourage civic engagement because it can provide students with a space to recognize injustice and inequality, to obtain skills to speak and act on unchallenged systems, and to gain intercultural competencies to promote public action (Musil, 2009). We propose that servicelearning students’ relationships with their professors, community partners, and peer mentors further develop their civic engagement attitudes. Research demonstrates a wide range of benefits of servicelearning for students including significant gains in social skills, academic performance, personal insight, and cognitive development (Celio et al., 2011; Yorio & Feifei, 2012). These benefits in student outcomes reveal the positive impact of servicelearning coursework on students’ personal and professional development (Butin, 2010). Such glowing findings might mislead us into thinking servicelearning has only positive outcomes. A significant number of theorists and researchers have 22 | DEBRA HARKINS, LAUREN GRENIER, CYNTHIA IRIZARRY, ELIZABETH ROBINSON, SUKANYA RAY, and LYNNE-MARIE SHEA cautioned that the potential for servicelearning to create transformative change may instead represent only ameliorative change that unintentionally reinforces or even strengthens power imbalances (BoyleBaise, 1999; Cross, 2005; Himley, 2004; Hullender et al., 2015; Rosenberg, 1997; Sleeter, 2001; Varlotta, 1997). Critical servicelearning pedagogy addresses these concerns and aims to promote social justice by educating students on how to deconstruct theoretically, empirically, and practically the power","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77960043","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}
Pub Date : 2020-01-22DOI: 10.3998/mjcsloa.3239521.0026.101
R. Bringle, Elizabeth Wall
The civic- minded graduate (CMG) construct provides a set of common civic learning objectives that can guide the design, implementation, and assessment of curricular and cocurricular civic engagement programs. This research examined components posited to be part of the CMG construct and found correlations between identity as a student and CMG, between civic identity and CMG, between CMG and all of the motives for volunteering on the Volunteer Functions Inventory, and between CMG and measures of interest in charity, service programs, and advocacy types of service. Implications for practice and future research are proffered. The sine qua non of service- learning as well as some cocurricular civic engagement programs (Bringle, Studer, Wilson, Clayton, & Steinberg, 2011; Jacoby, 2015; Weinberg, 2005) is to develop democratically based civic attitudes, civic knowledge, civic skills, and civic intentions in students so that they can be engaged and effective citizens who contribute to the public good during their lives and careers (Hatcher, 2008). Because higher education is increasingly expected to support graduates who are committed to lifelong habits of civic engagement (Bringle, Games, & Malloy, 1999; Colby, Ehrlich, Beaumont, & Stephens, 2003; Percy, Zimpher, & Brukardt, 2006; Saltmarsh & Hartley, 2011), the availability of clear conceptual frameworks that detail the nature of students’ civic outcomes is important to progress on designing programs and conducting research. There is no com-monly accepted set of outcomes for civic education (Battistoni, 2013; Hatcher, Bringle, & Hahn, 2017; Hemer & Reason, 2017). For example, Battistoni (2002) identified 12 different meanings of citizenship, civic education, and associated civic skills, each linked to a cluster of disciplines and professions: (a) liberalism, (b) communitari-anism, (c) participatory democracy, (d) public work, (e) social capital, (f) civic professionalism, (g) social responsibility, (h) social justice, (i) connected knowing and the ethic of care, (j)
{"title":"Civic-Minded Graduate: Additional Evidence","authors":"R. Bringle, Elizabeth Wall","doi":"10.3998/mjcsloa.3239521.0026.101","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0026.101","url":null,"abstract":"The civic- minded graduate (CMG) construct provides a set of common civic learning objectives that can guide the design, implementation, and assessment of curricular and cocurricular civic engagement programs. This research examined components posited to be part of the CMG construct and found correlations between identity as a student and CMG, between civic identity and CMG, between CMG and all of the motives for volunteering on the Volunteer Functions Inventory, and between CMG and measures of interest in charity, service programs, and advocacy types of service. Implications for practice and future research are proffered. The sine qua non of service- learning as well as some cocurricular civic engagement programs (Bringle, Studer, Wilson, Clayton, & Steinberg, 2011; Jacoby, 2015; Weinberg, 2005) is to develop democratically based civic attitudes, civic knowledge, civic skills, and civic intentions in students so that they can be engaged and effective citizens who contribute to the public good during their lives and careers (Hatcher, 2008). Because higher education is increasingly expected to support graduates who are committed to lifelong habits of civic engagement (Bringle, Games, & Malloy, 1999; Colby, Ehrlich, Beaumont, & Stephens, 2003; Percy, Zimpher, & Brukardt, 2006; Saltmarsh & Hartley, 2011), the availability of clear conceptual frameworks that detail the nature of students’ civic outcomes is important to progress on designing programs and conducting research. There is no com-monly accepted set of outcomes for civic education (Battistoni, 2013; Hatcher, Bringle, & Hahn, 2017; Hemer & Reason, 2017). For example, Battistoni (2002) identified 12 different meanings of citizenship, civic education, and associated civic skills, each linked to a cluster of disciplines and professions: (a) liberalism, (b) communitari-anism, (c) participatory democracy, (d) public work, (e) social capital, (f) civic professionalism, (g) social responsibility, (h) social justice, (i) connected knowing and the ethic of care, (j)","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77284270","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}
Pub Date : 2020-01-22DOI: 10.3998/mjcsloa.3239521.0026.105
C. Wegemer, Tafadzwa Tivaringe, R. Hildreth, Jennifer Pacheco, M. Sifuentes
The purpose of this article is to share tensions experienced by the Center for Community- Based Learning and Engagement (CU Engage) at the University of Colorado Boulder during its attempts to facilitate social justice– oriented community change. These tensions speak to larger questions about the goals of community-campus engagement (CCE) programs, especially regarding the nature of power, interests, and definitions of community and impact. This paper documents CU Engage’s learning process through three illustrative stages: an exploratory community- based project, a qualitative self- study, and a collaboratively generated conceptual framework for public impact. Through this process, CU Engage has begun to develop an approach that applies, extends, and complicates existing frameworks of collective impact and community first. Ten sions that arose highlight three imperatives: (1) integration of participatory processes into CCE programs to supplement organizational partnerships with direct community input, (2) attention to power and structural constraints in community- centered work, and (3) creation of conceptual tools that guide collaborative work.
{"title":"The Challenges of Putting Community First: Reflections on a University Center’s Process","authors":"C. Wegemer, Tafadzwa Tivaringe, R. Hildreth, Jennifer Pacheco, M. Sifuentes","doi":"10.3998/mjcsloa.3239521.0026.105","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0026.105","url":null,"abstract":"The purpose of this article is to share tensions experienced by the Center for Community- Based Learning and Engagement (CU Engage) at the University of Colorado Boulder during its attempts to facilitate social justice– oriented community change. These tensions speak to larger questions about the goals of community-campus engagement (CCE) programs, especially regarding the nature of power, interests, and definitions of community and impact. This paper documents CU Engage’s learning process through three illustrative stages: an exploratory community- based project, a qualitative self- study, and a collaboratively generated conceptual framework for public impact. Through this process, CU Engage has begun to develop an approach that applies, extends, and complicates existing frameworks of collective impact and community first. Ten sions that arose highlight three imperatives: (1) integration of participatory processes into CCE programs to supplement organizational partnerships with direct community input, (2) attention to power and structural constraints in community- centered work, and (3) creation of conceptual tools that guide collaborative work.","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81235261","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}
Pub Date : 2020-01-22DOI: 10.3998/mjcsloa.3239521.0026.110
A. Spear, N. Chapman
In 2015, a university from Hong Kong led an international service- learning course to Kigali, Rwanda. The focus of the course was to install solar panels in individual households in a community, on the outskirts of Kigali, without access to electricity. The following year, the Hong Kong university partnered with a university in the United States and returned to Rwanda to expand the solar panel project in the same community. The central question of the qualitative impact assessment was, How, if at all, has the installation of solar panels impacted individual households and the community as a whole in the past year? Data methods included semi- structured interviews and observations during visits to the 16 households who had received solar panels in previous iterations of the service- learning project. Findings demonstrating five reoccurring themes emerged: project implementation, economic savings, improvement of study environment for childhood, women’s empowerment, and improved quality of life. A strategic government development plan, a sustained relationship between a university and a local organization, and the type of service project are highlighted as important factors. The importance of local participation in the design and implementation of the solar home systems (SHS) project is emphasized, and an unexpected impact on gender dynamics related to project design is explored.
{"title":"Measuring the Impact of an International Service-Learning Project through Community Assessment in Rwanda","authors":"A. Spear, N. Chapman","doi":"10.3998/mjcsloa.3239521.0026.110","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0026.110","url":null,"abstract":"In 2015, a university from Hong Kong led an international service- learning course to Kigali, Rwanda. The focus of the course was to install solar panels in individual households in a community, on the outskirts of Kigali, without access to electricity. The following year, the Hong Kong university partnered with a university in the United States and returned to Rwanda to expand the solar panel project in the same community. The central question of the qualitative impact assessment was, How, if at all, has the installation of solar panels impacted individual households and the community as a whole in the past year? Data methods included semi- structured interviews and observations during visits to the 16 households who had received solar panels in previous iterations of the service- learning project. Findings demonstrating five reoccurring themes emerged: project implementation, economic savings, improvement of study environment for childhood, women’s empowerment, and improved quality of life. A strategic government development plan, a sustained relationship between a university and a local organization, and the type of service project are highlighted as important factors. The importance of local participation in the design and implementation of the solar home systems (SHS) project is emphasized, and an unexpected impact on gender dynamics related to project design is explored.","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"07 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88214210","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}
Pub Date : 2020-01-22DOI: 10.3998/mjcsloa.3239521.0026.103
Garry Hesser
{"title":"Book Review: Where's the Wisdom in Service-Learning? by Robert Shumer","authors":"Garry Hesser","doi":"10.3998/mjcsloa.3239521.0026.103","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0026.103","url":null,"abstract":"","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85830035","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}
Pub Date : 2020-01-22DOI: 10.3998/mjcsloa.3239521.0026.112
C. Nelson, M. Stroink
Communitycampus engagement (CCE) offers transformative opportunities for collaborative knowledge creation. Over the last few decades, thoughtful energy has gone into identifying the parts of a CCE and then developing tools to study these parts, with discrete focus on community groups, students, and faculty. Bringing a complexity science approach to CCE evaluation can amplify our understanding by capturing the dynamic nature of collaborative interactions that occur between faculty and students and their relationship with community organizations and groups. Our article begins by introducing key features of a complexity science approach that are well suited to address the evaluation of CCE initiatives. We then position CCE within this approach and discuss how key features of complex systems can operate in the context of CCE. These features include a focus on context and initial conditions, dynamic interactions of adaptation and learning that are nested at different scales, and outcomes that emerge and selforganize in unexpected and nonlinear ways. We draw upon the contextual fluidity (CF) practice model that provides a bridge between abstract concepts of complexity science and the very practical world of community engagement. With awareness of context, dynamic interactions, and emergent outcomes, we propose questions that those evaluating CCE may want to consider.
{"title":"Understanding the Dynamics of Co-creation of Knowledge: A Paradigm Shift to a Complexity Science Approach to Evaluation of Community-campus Engagement","authors":"C. Nelson, M. Stroink","doi":"10.3998/mjcsloa.3239521.0026.112","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0026.112","url":null,"abstract":"Communitycampus engagement (CCE) offers transformative opportunities for collaborative knowledge creation. Over the last few decades, thoughtful energy has gone into identifying the parts of a CCE and then developing tools to study these parts, with discrete focus on community groups, students, and faculty. Bringing a complexity science approach to CCE evaluation can amplify our understanding by capturing the dynamic nature of collaborative interactions that occur between faculty and students and their relationship with community organizations and groups. Our article begins by introducing key features of a complexity science approach that are well suited to address the evaluation of CCE initiatives. We then position CCE within this approach and discuss how key features of complex systems can operate in the context of CCE. These features include a focus on context and initial conditions, dynamic interactions of adaptation and learning that are nested at different scales, and outcomes that emerge and selforganize in unexpected and nonlinear ways. We draw upon the contextual fluidity (CF) practice model that provides a bridge between abstract concepts of complexity science and the very practical world of community engagement. With awareness of context, dynamic interactions, and emergent outcomes, we propose questions that those evaluating CCE may want to consider.","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"8 1","pages":"197-217"},"PeriodicalIF":0.0,"publicationDate":"2020-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86883678","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}
Pub Date : 2020-01-22DOI: 10.3998/mjcsloa.3239521.0026.106
G. Meredith, Amie K. Patchen, Audrey Z. Baker
The interdisciplinary field of public health promotes health among populations. Complex public health needs persist in the United States, influenced largely by social and structural determinants. Viable solu tions require creativity and a commitment to change the status quo, facilitated by collaborative problem-solving. Public health education programs in the United States have a role in developing a workforce that is equipped to support these processes. Cornell University’s Master of Public Health (MPH) Program sought to identify opportunities to simultaneously support student learning, community capacity development, and community- centered action for public health improvement. A sequential two- phased approach was used to define curricular components and indicated pedagogical methods. Two key themes emerged: alignment of skills and abilities needed and desired by current and future public health workers and the strategic role community engaged learning could play in advancing learning and improving public health. Community engaged learning was specifically adopted as the primary pedagogical approach for a series of three courses in the Cornell MPH Program, focused on needs assessment, intervention planning, and monitoring and evaluation for improvement. These courses were designed with community collaborators, with goals to build student knowledge and community capacity in 12 domains and improve community health outcomes via collaborative work. An additional review was conducted to explore literature related to community- based public health practice including collective impact, community organizing, and Public Health 3.0. To “ground truth” the emergent themes, and to develop a locally relevant understanding, the literature review was cross- referenced with notes taken during a series of informal semi- structured interviews, community meetings, and focus groups with frontline public health workers, conducted as a part of the MPH Program’s community engagement and strategic planning processes. Thematic analysis was conducted across the literature and qualitative input to summarize priority capacity building focal areas for frontline workers involved in collaborative public health work at community levels. These findings were then cross- walked with the first phase to present a comprehensive picture of competence needs of public health practitioners across sectors. community partners support, low teaching/mentoring ratios, and M&E processes.
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