Pub Date : 2017-11-06DOI: 10.3998/mjcsloa.3239521.0024.108
Adam Hubrig, Katie McWain, Marcus Meade, R. W. Shah
Drawing on the authors’ experiences initiating and directing a community partnership program, this article illustrates how graduate students who lead engagement programs can be caught between forces that pull them toward tactical partnerships unaffiliated with the university and strategic partnerships incorporated into university departments. Conceived as distinct models by philosopher de Certeau (1984) and extended in Mathieu’s Tactics of Hope (2005), tactics and strategies theorize the impact of integrating with powerful institutions or remaining independent. Using narrative illustrations from their own graduatefounded engagement program, the authors argue that the dichotomous framework of tactics and strategies does not provide the complexity necessary to successfully maneuver within institutional and community dynamics. Instead, tactics and strategies is reconceptualized as the basis of a decisionfacilitating heuristic for graduatestudent led community initiatives to increase students’ agency to navigate institutional forces.
{"title":"Positionality and Possibility: Reframing Tactics and Strategies for Graduate Student Community Engagement.","authors":"Adam Hubrig, Katie McWain, Marcus Meade, R. W. Shah","doi":"10.3998/mjcsloa.3239521.0024.108","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0024.108","url":null,"abstract":"Drawing on the authors’ experiences initiating and directing a community partnership program, this article illustrates how graduate students who lead engagement programs can be caught between forces that pull them toward tactical partnerships unaffiliated with the university and strategic partnerships incorporated into university departments. Conceived as distinct models by philosopher de Certeau (1984) and extended in Mathieu’s Tactics of Hope (2005), tactics and strategies theorize the impact of integrating with powerful institutions or remaining independent. Using narrative illustrations from their own graduatefounded engagement program, the authors argue that the dichotomous framework of tactics and strategies does not provide the complexity necessary to successfully maneuver within institutional and community dynamics. Instead, tactics and strategies is reconceptualized as the basis of a decisionfacilitating heuristic for graduatestudent led community initiatives to increase students’ agency to navigate institutional forces.","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"21 1","pages":"93-103"},"PeriodicalIF":0.0,"publicationDate":"2017-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86936529","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 : 2017-11-06DOI: 10.3998/mjcsloa.3239521.0024.110
M. Lima
The National Science Foundation (NSF) funds research proposals on the basis of two review criteria: intellectual merit (IM) and broader impacts (BI). The intellectual merit criterion is well- established and understood, but the broader impacts criterion, which is focused on the ways in which research can benefit society and/or meet NSF- identified societal outcomes, is purposefully non- prescriptive and has much room for interpretation. Civic engagement centers are well- positioned to support the research of graduate students and other scholars in meeting the BI criterion because of their expertise in public engagement aspects of research and reflective practice. The purpose of this article is to describe ways in which the engagement community can facilitate a greater understanding of the BI criterion and contribute to research projects with well- developed broader impacts plans, particularly for graduate students. In so doing, the author will draw on her experience in co- facilitating a university- wide workshop series for undergraduate seniors and early career graduate students who apply for the NSF Graduate Research Fellowship. The goals of this paper are to provide (a) an understanding of the NSF evaluation criteria, specifically the BI criterion and its connection to civic engagement, (b) activities that encourage early career scholars to meet the BI criterion in their NSF Graduate Research Fellowship applications, and (c) ideas on how civic engagement centers could support the work of NSF- funded disciplines.
{"title":"Civic Engagement, Graduate Education, and the Broader Impacts Criterion of the National Science Foundation.","authors":"M. Lima","doi":"10.3998/mjcsloa.3239521.0024.110","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0024.110","url":null,"abstract":"The National Science Foundation (NSF) funds research proposals on the basis of two review criteria: intellectual merit (IM) and broader impacts (BI). The intellectual merit criterion is well- established and understood, but the broader impacts criterion, which is focused on the ways in which research can benefit society and/or meet NSF- identified societal outcomes, is purposefully non- prescriptive and has much room for interpretation. Civic engagement centers are well- positioned to support the research of graduate students and other scholars in meeting the BI criterion because of their expertise in public engagement aspects of research and reflective practice. The purpose of this article is to describe ways in which the engagement community can facilitate a greater understanding of the BI criterion and contribute to research projects with well- developed broader impacts plans, particularly for graduate students. In so doing, the author will draw on her experience in co- facilitating a university- wide workshop series for undergraduate seniors and early career graduate students who apply for the NSF Graduate Research Fellowship. The goals of this paper are to provide (a) an understanding of the NSF evaluation criteria, specifically the BI criterion and its connection to civic engagement, (b) activities that encourage early career scholars to meet the BI criterion in their NSF Graduate Research Fellowship applications, and (c) ideas on how civic engagement centers could support the work of NSF- funded disciplines.","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"33 1","pages":"109-121"},"PeriodicalIF":0.0,"publicationDate":"2017-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80572326","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 : 2017-11-06DOI: 10.3998/mjcsloa.3239521.0024.102
R. Reeb, Nyssa L Snow-Hill, Susan F. Folger, Anne L. Steel, L. Stayton, C. A. Hunt, Bernadette D. O'Koon, Zachary Glendening
This article presents the PsychoEcological Systems Model (PESM) – an integrative conceptual model rooted in General Systems Theory (GST). PESM was developed to inform and guide the development, implementation, and evaluation of transdisciplinary (and multilevel) communityengaged scholarship (e.g., a participatory community action research project undertaken by faculty that involves graduate and/or undergraduate students as servicelearning research assistants). To set the stage, the first section critiques past conceptual models. Following a description of GST, the second section provides a comprehensive description of PESM, which represents an integration of three conceptual developments: the ecological systems model (Bronfenbrenner, 1979), the biopsychosocial model (Kiesler, 2000), and the principle of reciprocal determinism (Bandura, 1978). In the third section, we discuss implications of PESM for communitybased research. A greater emphasis on the development of integrative conceptual frameworks may increase the likelihood that communitybased research projects will: (a) address complex questions; (b) develop and implement efficacious (and sustainable) transdisciplinary (and multilevel) projects; (c) assess constructs at multiple levels using a blend of quantitative and qualitative approaches; and (d) utilize multiple research designs and methods to systematically examine hypotheses regarding a project’s influence on outcome variables and process variables.
{"title":"Psycho-Ecological Systems Model: A Systems Approach to Planning and Gauging the Community Impact of Community-Engaged Scholarship","authors":"R. Reeb, Nyssa L Snow-Hill, Susan F. Folger, Anne L. Steel, L. Stayton, C. A. Hunt, Bernadette D. O'Koon, Zachary Glendening","doi":"10.3998/mjcsloa.3239521.0024.102","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0024.102","url":null,"abstract":"This article presents the PsychoEcological Systems Model (PESM) – an integrative conceptual model rooted in General Systems Theory (GST). PESM was developed to inform and guide the development, implementation, and evaluation of transdisciplinary (and multilevel) communityengaged scholarship (e.g., a participatory community action research project undertaken by faculty that involves graduate and/or undergraduate students as servicelearning research assistants). To set the stage, the first section critiques past conceptual models. Following a description of GST, the second section provides a comprehensive description of PESM, which represents an integration of three conceptual developments: the ecological systems model (Bronfenbrenner, 1979), the biopsychosocial model (Kiesler, 2000), and the principle of reciprocal determinism (Bandura, 1978). In the third section, we discuss implications of PESM for communitybased research. A greater emphasis on the development of integrative conceptual frameworks may increase the likelihood that communitybased research projects will: (a) address complex questions; (b) develop and implement efficacious (and sustainable) transdisciplinary (and multilevel) projects; (c) assess constructs at multiple levels using a blend of quantitative and qualitative approaches; and (d) utilize multiple research designs and methods to systematically examine hypotheses regarding a project’s influence on outcome variables and process variables.","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"535 1","pages":"6-22"},"PeriodicalIF":0.0,"publicationDate":"2017-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77135085","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 : 2017-11-06DOI: 10.3998/mjcsloa.3239521.0024.112
John A. Saltmarsh
{"title":"Review Essay: Knowledge for Social Change: Bacon, Dewey, and the Revolutionary Transformation of Research Universities in the Twenty-First Century","authors":"John A. Saltmarsh","doi":"10.3998/mjcsloa.3239521.0024.112","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0024.112","url":null,"abstract":"","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77837245","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 : 2017-11-06DOI: 10.3998/MJCSLOA.3239521.0024.114
Lori E. Kniffin
{"title":"Review Essay: Research on Student Civic Outcomes in Service Learning: Conceptual Frameworks and Methods","authors":"Lori E. Kniffin","doi":"10.3998/MJCSLOA.3239521.0024.114","DOIUrl":"https://doi.org/10.3998/MJCSLOA.3239521.0024.114","url":null,"abstract":"","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86223538","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 : 2017-11-06DOI: 10.3998/mjcsloa.3239521.0024.116
Corey Dolgon, Tania D. Mitchell, T. Eatman
{"title":"Review Essay: The Handbook’s Editors Respond to the Review","authors":"Corey Dolgon, Tania D. Mitchell, T. Eatman","doi":"10.3998/mjcsloa.3239521.0024.116","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0024.116","url":null,"abstract":"","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"136 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89244703","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 : 2017-11-06DOI: 10.3998/MJCSLOA.3239521.0024.115
Dan Sarofian-Butin
{"title":"Review Essay: The Cambridge Handbook of Service Learning and Community Engagement","authors":"Dan Sarofian-Butin","doi":"10.3998/MJCSLOA.3239521.0024.115","DOIUrl":"https://doi.org/10.3998/MJCSLOA.3239521.0024.115","url":null,"abstract":"","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76095084","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 : 2017-11-06DOI: 10.3998/MJCSLOA.3239521.0024.109
P. DelNero
Graduate school is an intense period of identity formation, where scholarsintraining form the attitudes and values that shape their research. The extent to which students assimilate public engagement into their academic formation may depend on the system of beliefs that underpin their particular field of study. In some fields, public engagement disrupts the conventional forms of scholarship and elicits a peculiar tension. If graduate students are trained to think and act in certain ways, then what happens to people who choose to think and act differently in order to cultivate a communityengaged mindset? How can graduate students overcome a misalignment between their personal goals, values, and interests and those of their discipline? In this essay, I examine these questions through my experiences as a communityengaged doctoral student in biomedical engineering.
{"title":"Navigating a Wayward Path toward Public Engagement.","authors":"P. DelNero","doi":"10.3998/MJCSLOA.3239521.0024.109","DOIUrl":"https://doi.org/10.3998/MJCSLOA.3239521.0024.109","url":null,"abstract":"Graduate school is an intense period of identity formation, where scholarsintraining form the attitudes and values that shape their research. The extent to which students assimilate public engagement into their academic formation may depend on the system of beliefs that underpin their particular field of study. In some fields, public engagement disrupts the conventional forms of scholarship and elicits a peculiar tension. If graduate students are trained to think and act in certain ways, then what happens to people who choose to think and act differently in order to cultivate a communityengaged mindset? How can graduate students overcome a misalignment between their personal goals, values, and interests and those of their discipline? In this essay, I examine these questions through my experiences as a communityengaged doctoral student in biomedical engineering.","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"24 1","pages":"105-108"},"PeriodicalIF":0.0,"publicationDate":"2017-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89591360","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 : 2017-11-06DOI: 10.3998/MJCSLOA.3239521.0024.103
Wei-fang Song, Andrew Furco, I. López, G. Maruyama
Underrepresented students have been identified as being less likely to attain a college degree than their majority counterparts. Servicelearning (SL) offers students an opportunity to engage in community work and improve skills that might contribute to their educational success in college. The present study aimed to investigate the impact of SL courses on students’ academic outcomes (fourthyear cumulative GPA) and persistence (fourthyear cumulative units earned, retention, and graduation) at a large Midwestern university, with a focus examining servicelearning’s impact on underrepresented students. Results showed that SL participation was positively related to underrepresented students’ cumulative GPA, retention, and graduation, but was not related to units earned. The relationship between SL and academic outcomes, however, were not consistent across the colleges included in the study. In some colleges, SL had negative relationships with underrepresented students’ academic outcomes and persistence. The differential findings across the colleges suggest that universitywide studies of SL should take into account particular practices within SL courses that promote and limit underrepresented students’ capacity to optimize educational outcomes.
{"title":"Examining the Relationship between Service-Learning Participation and the Educational Success of Underrepresented Students.","authors":"Wei-fang Song, Andrew Furco, I. López, G. Maruyama","doi":"10.3998/MJCSLOA.3239521.0024.103","DOIUrl":"https://doi.org/10.3998/MJCSLOA.3239521.0024.103","url":null,"abstract":"Underrepresented students have been identified as being less likely to attain a college degree than their majority counterparts. Servicelearning (SL) offers students an opportunity to engage in community work and improve skills that might contribute to their educational success in college. The present study aimed to investigate the impact of SL courses on students’ academic outcomes (fourthyear cumulative GPA) and persistence (fourthyear cumulative units earned, retention, and graduation) at a large Midwestern university, with a focus examining servicelearning’s impact on underrepresented students. Results showed that SL participation was positively related to underrepresented students’ cumulative GPA, retention, and graduation, but was not related to units earned. The relationship between SL and academic outcomes, however, were not consistent across the colleges included in the study. In some colleges, SL had negative relationships with underrepresented students’ academic outcomes and persistence. The differential findings across the colleges suggest that universitywide studies of SL should take into account particular practices within SL courses that promote and limit underrepresented students’ capacity to optimize educational outcomes.","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"137 1","pages":"23-37"},"PeriodicalIF":0.0,"publicationDate":"2017-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79767138","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 : 2017-11-06DOI: 10.3998/mjcsloa.3239521.0024.104
Megan Bailey
{"title":"Why \"Where\" Matters: Exploring the Role of Space in Service-Learning.","authors":"Megan Bailey","doi":"10.3998/mjcsloa.3239521.0024.104","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0024.104","url":null,"abstract":"","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"37 1","pages":"38-48"},"PeriodicalIF":0.0,"publicationDate":"2017-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78780587","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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