Pub Date : 2020-01-22DOI: 10.3998/mjcsloa.3239521.0026.114
Nadine Changfoot, Peter Andrée, Charles Z. Levkoe, Michelle Nilson, M. Goemans
Preand posttenure faculty face immense pressure to meet professional expectations and requirements from their colleagues and disciplines. Faculty involved in communitycampus engagement (CCE) for social change face additional demands to maintain relationships and continue their interventions. We present a collective autoethnography from a Canadian context reflecting on experiences as CCE faculty at various stages of tenure and promotion (T&P). We draw from our efforts working together on a panCanadian CCE research project, Community First: Impacts of Community Engagement (CFICE). From these experiences, we identify tensions within T&P processes and argue the need for highly contextualized narratives when faculty present their collaborative efforts, research processes with community partners, and community impact in their multiple faculty roles. From these kinds of narratives, the intraand interinstitutional gaps, connections and spaces become clearer, especially for tenured and increasingly senior faculty, to support culture change at the institutional level, thereby increasing the value and recognition of CCE.
{"title":"Engaged Scholarship in Tenure and Promotion: Autoethnographic Insights from the Fault Lines of a Shifting Landscape","authors":"Nadine Changfoot, Peter Andrée, Charles Z. Levkoe, Michelle Nilson, M. Goemans","doi":"10.3998/mjcsloa.3239521.0026.114","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0026.114","url":null,"abstract":"Preand posttenure faculty face immense pressure to meet professional expectations and requirements from their colleagues and disciplines. Faculty involved in communitycampus engagement (CCE) for social change face additional demands to maintain relationships and continue their interventions. We present a collective autoethnography from a Canadian context reflecting on experiences as CCE faculty at various stages of tenure and promotion (T&P). We draw from our efforts working together on a panCanadian CCE research project, Community First: Impacts of Community Engagement (CFICE). From these experiences, we identify tensions within T&P processes and argue the need for highly contextualized narratives when faculty present their collaborative efforts, research processes with community partners, and community impact in their multiple faculty roles. From these kinds of narratives, the intraand interinstitutional gaps, connections and spaces become clearer, especially for tenured and increasingly senior faculty, to support culture change at the institutional level, thereby increasing the value and recognition of CCE.","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"74 1","pages":"239-263"},"PeriodicalIF":0.0,"publicationDate":"2020-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85714801","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.3239521.0026.116
{"title":"Reviewers — Volume 26.1","authors":"","doi":"10.3998/mjcsloa.3239521.0026.116","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0026.116","url":null,"abstract":"","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"208 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80516280","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.3239521.0026.104
Peter Andrée, Nadine Changfoot, Charles Z. Levkoe
{"title":"Special Section Introduction: Community Impacts of Engaged Research, Teaching, and Practice","authors":"Peter Andrée, Nadine Changfoot, Charles Z. Levkoe","doi":"10.3998/mjcsloa.3239521.0026.104","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0026.104","url":null,"abstract":"","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85369083","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.3239521.0026.115
M. Sweatman, Alan Warner
The research investigates the processes and characteristics of communityvalued undergraduate community servicelearning (CSL) initiatives that are housed within longterm communityuniversity partnerships (CUPs). Using a case study design, the study used indepth, semistructured interviews, document review, and observation to understand three CSL/CUPs within a small, liberal arts university in Atlantic Canada. In total, 54 interviews were conducted with individuals involved with the partnerships, including the community organization partners, staff/volunteers of the community organizations, community residents, students, faculty, and university administrators. Part of the analysis process involved cowriting the stories of each of the CSL/CUPs with the community organization partner and the faculty member partner from each CSL/CUP. From the three CSL/CUP stories and current literature, a conceptual model was developed. This model depicts the processes (development, cocreation, implementation, and care) and key characteristics (reciprocity, dialogue, and praxis) of longterm CUPs that are committed to a shared domain and communityvalued development outcomes.
{"title":"A Model for Understanding the Processes, Characteristics, and the Community-valued Development Outcomes of Community-University Partnerships","authors":"M. Sweatman, Alan Warner","doi":"10.3998/mjcsloa.3239521.0026.115","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0026.115","url":null,"abstract":"The research investigates the processes and characteristics of communityvalued undergraduate community servicelearning (CSL) initiatives that are housed within longterm communityuniversity partnerships (CUPs). Using a case study design, the study used indepth, semistructured interviews, document review, and observation to understand three CSL/CUPs within a small, liberal arts university in Atlantic Canada. In total, 54 interviews were conducted with individuals involved with the partnerships, including the community organization partners, staff/volunteers of the community organizations, community residents, students, faculty, and university administrators. Part of the analysis process involved cowriting the stories of each of the CSL/CUPs with the community organization partner and the faculty member partner from each CSL/CUP. From the three CSL/CUP stories and current literature, a conceptual model was developed. This model depicts the processes (development, cocreation, implementation, and care) and key characteristics (reciprocity, dialogue, and praxis) of longterm CUPs that are committed to a shared domain and communityvalued development outcomes.","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"73 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86405717","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.3239521.0026.107
E. Amon, Stephen Hill, J. Blake, M. Gage
We evaluate how the ULinks Centre for CommunityBased Research (ULinks), a nonprofit organization that brokers research for communitybased organizations with postsecondary institutions in Haliburton County, Ontario, has impacted this rural region of Ontario. Our approach uses contribution analysis and realist evaluation as layered tactics within one program evaluation. Data came from interviews with community partners (n = 26), interviews and focus groups with ULinks committee members, internal document review, and personal observations by the authors. We describe ULinks’ theory of change for how communitybased research impacts community, discuss traits of successful communitybased research, and suggest a set of five factors that may enable and affect positive community outcomes: relevance, rigor, reach, relationships, and resources.
{"title":"Brokering Community-Based Research: Evaluating the Impacts of U-Links Centre for Community-Based Research on a Rural Canadian County","authors":"E. Amon, Stephen Hill, J. Blake, M. Gage","doi":"10.3998/mjcsloa.3239521.0026.107","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0026.107","url":null,"abstract":"We evaluate how the ULinks Centre for CommunityBased Research (ULinks), a nonprofit organization that brokers research for communitybased organizations with postsecondary institutions in Haliburton County, Ontario, has impacted this rural region of Ontario. Our approach uses contribution analysis and realist evaluation as layered tactics within one program evaluation. Data came from interviews with community partners (n = 26), interviews and focus groups with ULinks committee members, internal document review, and personal observations by the authors. We describe ULinks’ theory of change for how communitybased research impacts community, discuss traits of successful communitybased research, and suggest a set of five factors that may enable and affect positive community outcomes: relevance, rigor, reach, relationships, and resources.","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"69 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85818437","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.3239521.0026.102
Rachel M. B. Collopy, Sharon Tjaden-Glass, Novea A. McIntosh
Although service- learning can support the development of intercultural competence, it has also maintained power differentials, reinforced privileged perspectives, and strengthened deficit thinking. Recent research has investigated the conditions within service- learning associated with positive change in diversity- related attitudes. We extend that work, conceptualizing a reciprocal service- learning (RSL) approach that integrates conditions posited by contact theory and the process model of intercultural competence into service-learning’s core features of reflection and reciprocity. In an RSL approach, transformational reciprocity at the participant level supports cultural awareness, interdependence, and parity between participant groups. We created an RSL experience and measured change in three attitudes fundamental to the development of intercultural competence with quantitative pre- and post- surveys. Results indicate that both participant groups— native English- speaking undergraduate students and international English language learners— experienced significant growth. This study responds to calls for quantitative pre- and post- research methods and the assessment of outcomes for all service- learning participants. Adolescent Young Adult pro gram and Academy in the and Health Her teaching and scholarship focus on culturally responsive pedagogy and formative assessment of diverse students. She presents at conferences and provides professional development to in- service and preservice teachers in areas of culturally responsive pedagogy, diversity, and assessment both nationally and internationally.
{"title":"Attending to Conditions That Facilitate Intercultural Competence: A Reciprocal Service-learning Approach","authors":"Rachel M. B. Collopy, Sharon Tjaden-Glass, Novea A. McIntosh","doi":"10.3998/mjcsloa.3239521.0026.102","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0026.102","url":null,"abstract":"Although service- learning can support the development of intercultural competence, it has also maintained power differentials, reinforced privileged perspectives, and strengthened deficit thinking. Recent research has investigated the conditions within service- learning associated with positive change in diversity- related attitudes. We extend that work, conceptualizing a reciprocal service- learning (RSL) approach that integrates conditions posited by contact theory and the process model of intercultural competence into service-learning’s core features of reflection and reciprocity. In an RSL approach, transformational reciprocity at the participant level supports cultural awareness, interdependence, and parity between participant groups. We created an RSL experience and measured change in three attitudes fundamental to the development of intercultural competence with quantitative pre- and post- surveys. Results indicate that both participant groups— native English- speaking undergraduate students and international English language learners— experienced significant growth. This study responds to calls for quantitative pre- and post- research methods and the assessment of outcomes for all service- learning participants. Adolescent Young Adult pro gram and Academy in the and Health Her teaching and scholarship focus on culturally responsive pedagogy and formative assessment of diverse students. She presents at conferences and provides professional development to in- service and preservice teachers in areas of culturally responsive pedagogy, diversity, and assessment both nationally and internationally.","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"331 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80526075","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.3239521.0026.113
Charles Z. Levkoe, Lauren Kepkiewicz
As community- campus engagement (CCE) continues to gain momentum, impact has increasingly been evaluated through qualitative measurements rooted in community- based perspectives. However, for CCE to have meaningful impact, it must challenge dominant power structures and work to create equitable relationships. This article explores efforts to better understand and evaluate the impacts of CCE. Based in our research on 12 place- based CCE projects that aimed to support food sovereignty in Canada, the findings highlight how evaluating impact needs to be contextual, relational, and process- based with a focus on how CCE contributes to or hinders broader social change. Two additional themes supporting increased impact also emerged: the development of collaborative knowledge and actions; and, building networks of CCE communities of practice. The research also identified the limitations of evaluating CCE impact when mea surements are pre- determined, top down, and are not rooted in community needs and perspectives. While we believe that evaluating impact can be a meaningful and important process, it is necessary to challenge assumptions that measuring impact is always desirable or possible.
{"title":"Questioning the Impact of Impact: Evaluating Community-Campus Engagement as Contextual, Relational, and Process Based","authors":"Charles Z. Levkoe, Lauren Kepkiewicz","doi":"10.3998/mjcsloa.3239521.0026.113","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0026.113","url":null,"abstract":"As community- campus engagement (CCE) continues to gain momentum, impact has increasingly been evaluated through qualitative measurements rooted in community- based perspectives. However, for CCE to have meaningful impact, it must challenge dominant power structures and work to create equitable relationships. This article explores efforts to better understand and evaluate the impacts of CCE. Based in our research on 12 place- based CCE projects that aimed to support food sovereignty in Canada, the findings highlight how evaluating impact needs to be contextual, relational, and process- based with a focus on how CCE contributes to or hinders broader social change. Two additional themes supporting increased impact also emerged: the development of collaborative knowledge and actions; and, building networks of CCE communities of practice. The research also identified the limitations of evaluating CCE impact when mea surements are pre- determined, top down, and are not rooted in community needs and perspectives. While we believe that evaluating impact can be a meaningful and important process, it is necessary to challenge assumptions that measuring impact is always desirable or possible.","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"36 12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77258830","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.3239521.0026.109
Luke Heidebrecht, Geraldine Balzer
Global South and Indigenous communities often represent the contexts of international service learning (ISL) programs. However, rarely are the effects of historical colonization and the potential colonizing impact of Global North visitors being investigated. Central to this article is our story as Global North and settler-Canadian researchers who are learning to experiment with decolonization as a theoretical framework for ISL research. We offer an account of the development of an encuentro (symposium); a culminating event for a four- year study, in which Guatemalan and Nicaraguan host community members share of their experiences as Indigenous hosts. The findings reveal challenges in future ISL research in such contexts and offer ideas about how institutions and organizations may develop ISL in ways that honor community visions of reciprocity.
{"title":"Decolonial Experimentations in International Service Learning Research and Practice: Learnings from Mayan Indigenous Host Communities","authors":"Luke Heidebrecht, Geraldine Balzer","doi":"10.3998/mjcsloa.3239521.0026.109","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0026.109","url":null,"abstract":"Global South and Indigenous communities often represent the contexts of international service learning (ISL) programs. However, rarely are the effects of historical colonization and the potential colonizing impact of Global North visitors being investigated. Central to this article is our story as Global North and settler-Canadian researchers who are learning to experiment with decolonization as a theoretical framework for ISL research. We offer an account of the development of an encuentro (symposium); a culminating event for a four- year study, in which Guatemalan and Nicaraguan host community members share of their experiences as Indigenous hosts. The findings reveal challenges in future ISL research in such contexts and offer ideas about how institutions and organizations may develop ISL in ways that honor community visions of reciprocity.","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82605278","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.3239521.0026.111
D. Peacock, Peter Andrée, Charles Z. Levkoe, M. Goemans, Nadine Changfoot, Isabelle Kim
Governments and private funders are placing increasing demands on postsecondary institutions and community- based organizations to account for the impacts from their collaborative research and learning efforts. In this article, we explore how best to account for impacts arising from the Community First: Impacts of Community Engagement project (CFICE; 2012– 2019), a collaboration of over 30 postsecondary institutions and 60 community partners from across Canada. In doing so, we note the strengths and, in particular, the weaknesses of the theory of change rationalist approach to evaluation in tracking impacts favored by funders. Seeking a more thorough understanding of how community- campus engagement activities impact collaborators, we turn to the theories of David Harvey, Basil Bernstein, and Norman Fairclough for a deeper account of the space- times of social practices and of how social change actually occurred in three examples of CFICE activity. We argue that rationalist program planning and evaluation models with currency in community- campus engagement activities need supplementing with more nuanced and theoretical accounts of how community impacts and social change actually happen over time within complex and multi- scalar contexts. Such scholarship can better inform funding agendas that do not always seek to place communities first. sustainability measures within a local, large- scale residential infill development project. SLOE drew on the CFICE partnership to produce several tangible research outputs, including a multi- themed report on sustainability options for the site; an experts forum directed at the developer, municipal representatives, and neighborhood residents to discuss suggested approaches; and more specific documents outlining site planning and energy alternatives for the development.
{"title":"Accounting for Community Impact: Thinking Across the Spaces and Times of a Seven-year Pan-Canadian Community-based Research Project","authors":"D. Peacock, Peter Andrée, Charles Z. Levkoe, M. Goemans, Nadine Changfoot, Isabelle Kim","doi":"10.3998/mjcsloa.3239521.0026.111","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0026.111","url":null,"abstract":"Governments and private funders are placing increasing demands on postsecondary institutions and community- based organizations to account for the impacts from their collaborative research and learning efforts. In this article, we explore how best to account for impacts arising from the Community First: Impacts of Community Engagement project (CFICE; 2012– 2019), a collaboration of over 30 postsecondary institutions and 60 community partners from across Canada. In doing so, we note the strengths and, in particular, the weaknesses of the theory of change rationalist approach to evaluation in tracking impacts favored by funders. Seeking a more thorough understanding of how community- campus engagement activities impact collaborators, we turn to the theories of David Harvey, Basil Bernstein, and Norman Fairclough for a deeper account of the space- times of social practices and of how social change actually occurred in three examples of CFICE activity. We argue that rationalist program planning and evaluation models with currency in community- campus engagement activities need supplementing with more nuanced and theoretical accounts of how community impacts and social change actually happen over time within complex and multi- scalar contexts. Such scholarship can better inform funding agendas that do not always seek to place communities first. sustainability measures within a local, large- scale residential infill development project. SLOE drew on the CFICE partnership to produce several tangible research outputs, including a multi- themed report on sustainability options for the site; an experts forum directed at the developer, municipal representatives, and neighborhood residents to discuss suggested approaches; and more specific documents outlining site planning and energy alternatives for the development.","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"44 7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75571875","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.3239521.0026.108
J. Bay, K. Swacha
This article presents an experiential model for communityengaged research that understands communities as living meshworks of embodied human beings, material circumstances, and affective environments. We first trace how community organizations and academics must increasingly respond to a push for hard data. Using an analysis of a national research study on hunger as an example, we then show how this “data imperative” can lead to collecting more and more measurable data on community members without addressing their humanbased concerns. The meshworks approach that we suggest emphasizes recognizing participants’ most immediate needs as articulated by participants. As meshworksinspired research has to be contingent and contextual within the meshworks of the community in which it takes place, we offer examples of what such research can look like in various community settings. Finally, we present a heuristic that community agencies and researchers can use to evaluate their own projects as meshworks while also gathering hard data.
{"title":"Community-Engaged Research as Enmeshed Practice","authors":"J. Bay, K. Swacha","doi":"10.3998/mjcsloa.3239521.0026.108","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0026.108","url":null,"abstract":"This article presents an experiential model for communityengaged research that understands communities as living meshworks of embodied human beings, material circumstances, and affective environments. We first trace how community organizations and academics must increasingly respond to a push for hard data. Using an analysis of a national research study on hunger as an example, we then show how this “data imperative” can lead to collecting more and more measurable data on community members without addressing their humanbased concerns. The meshworks approach that we suggest emphasizes recognizing participants’ most immediate needs as articulated by participants. As meshworksinspired research has to be contingent and contextual within the meshworks of the community in which it takes place, we offer examples of what such research can look like in various community settings. Finally, we present a heuristic that community agencies and researchers can use to evaluate their own projects as meshworks while also gathering hard data.","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"71 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86168700","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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