ethanporcaro/eric-fulltext-meta huggingface dataset:
Public Scholarship Reconsidered: Recognizing and Integrating Contexts for Faculty Engagement
Author: Griffin, Monica D.
Date: 2012-00-00
Type: Journal Articles
Subjects: Scholarship,Context Effect,Teacher Participation,Citizen Participation,Educational Development,Qualitative Research,Service Learning,Integrated Activities,Teacher Researchers,Instructional Improvement,Partnerships in Education,School Community Programs,Educational Indicators,Institutional Mission,Organizational Change,Strategic Planning,Leadership Role,Leadership Responsibility,Interpersonal Relationship,Educational Resources,College Programs,College Faculty

The following study analyzes the nearly 20-year curricular evolution of civic engagement at a small liberal arts university in the southeastern United States, the College of William and Mary; in doing so, the researcher qualitatively examines the nature of scholarship in service-learning courses over a period of the last five years to lay groundwork for a more in-depth assessment. With this institutional study, the author makes a case for administrators to design, develop, and evaluate engaged scholarship programming within the integrative contexts of faculty teaching, research, and community partnering proposed by Boyer (1990; 1996).
Impact of Service-Learning Experiences in Culinary Arts and Nutrition Science
Author: Daugherty, Jamie B.
Date: 2015-00-00
Type: Journal Articles
Subjects: Service Learning,Food Service,Cooking Instruction,Nutrition Instruction,Demonstrations (Educational),Undergraduate Students,Learning Laboratories,Curriculum Design,Skill Development,Models,Program Evaluation,Experiential Learning,Outcomes of Education,Time Management,Career Choice,Case Studies

A grant from a regional nonprofit organization for the 2012-2013 academic year facilitated the revision of an existing course learning objective in a Culinary Nutrition lab course--performing effective culinary demonstrations--to include a service-learning experience. This course is a graduation requirement in a research- and science-based Culinary Nutrition program at an area university. A service-learning program consists of three groups: faculty facilitating the experience, students enrolled in the class offering a service-learning experience, and a community partner who hosts the experience. Integration of the service-learning component into this lab course allowed university students to apply skills from their academic and culinary classes in a real-world setting by designing culinary and nutrition education demonstrations for students at an area middle school. This article focuses on the impact of student learning evaluated in spring and fall of 2014. The implementation of this service-learning experience created permanent changes in the course's curriculum, which now serves as a model for other service-learning programming conducted at the university. This article addresses the reflection strategies, the evaluation process and the impact this experience had on student-learning outcomes.
English Departments' Relationships to Community: An Experiment at the Heart of Disciplinary Identity
Author: Duffey, Suellynn
Date: 2011-00-00
Type: Journal Articles
Subjects: English Departments,School Community Relationship,Graduate Students,Seminars,Literature,Scholarship,Student Research,Service Learning,Literacy,Writing (Composition),Change Agents

English departments is not uniform. Many departments still exist with traditional notions of inquiry and curriculum and ignore community engagement or understand it in narrow ways. For a variety of reasons, writing courses and compositionists more easily than literature scholars and creative writers can embrace current concepts of community engagement. Common in undergraduate writing classes as service-learning, community engagement is less common in graduate courses, where the heart of disciplinary and departmental identity is, by and large, more directly challenged. This article offers an example of one graduate seminar that involved students in community engagement in a relatively traditional English department. This course, &quot;Sites of Writing,&quot; engaged literature students in scholarship totally unfamiliar to them and involved them in community inquiry. While the evolution of one discipline does not mirror exactly the evolution of others, significant parallels exist, particularly among scholars interested in community engagement and its close alliance to cultural studies; readers in disciplines besides English will, no doubt, trace patterns in their own disciplines similar to the ones described here.
Service-Learning Enriches Advertising Knowledge, Builds Students' Portfolios, and Promotes Community Engagement after Graduation
Author: Tucciarone, Krista
Date: 2012-00-00
Type: Journal Articles
Subjects: Service Learning,Advertising,Teaching Methods,Community Involvement,Concept Formation,Outcomes of Education,Portfolios (Background Materials),Qualitative Research,Focus Groups,Interviews,Student Attitudes,College Faculty,Teacher Attitudes,College Graduates,Undergraduate Students

This study investigated the influence of a service-learning component in an advertising course, specifically examining its ability to enrich advertising knowledge, build students' portfolios, and influence students' community engagement after graduation. The research revealed that service-learning positively affects students' understanding of advertising principles and concepts; students are more likely to try harder and dedicate more time to an authentic project; participation in an authentic project provides ethos for students' portfolios; and students have the opportunity to experience other communities and the dynamics of their residents. Documenting the outcomes of service-learning is central to promoting the value of community-engaged teaching in the field of advertising education.
From Collegial Support to Critical Dialogue: Including New Teachers&apos; Voices in Collaborative Work
Author: Charner-Laird, Megin
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Collaboration,Beginning Teachers,Teacher Education,Experienced Teachers,Teaching Experience,Teacher Attitudes,Collegiality,Dialogs (Language),Teaching Methods,Teacher Improvement,Teacher Persistence,Longitudinal Studies,Masters Programs,Professional Isolation,Semi Structured Interviews

New teachers enter the field with a passion for making a difference with students, their newly gained knowledge from their preparation experiences, and a sense that there is still much to learn. Faced with the same responsibilities as their experienced colleagues, new teachers also enter the field looking for ways to cope with, adjust to, and survive the challenges they encounter on a daily basis. As such, most new teachers desire continued support, guidance, and learning opportunities in their first few years of teaching. They hope that much of this support will come from their colleagues. Guided by research that extols the promise of teacher collaboration while also warning that &quot;much of what passes for collaboration does not add up to much&quot; (Little, 1990, p. 508), this study explores 17 novice teachers' experiences of collegial interactions in their first year of teaching. Using ideas presented in Little's (1990) analysis of collegial interactions as a framework, the authors identified the types of collegial interactions that these new teachers experienced. Two of these types, aid and assistance and sharing, were most frequently described by the new teachers in the study and were consistent with Little's framework. The third, which was termed critical dialogue, was described by only a handful of the new teachers and did not fully map onto any component of Little's framework. Thus, the authors present this new category in addition to the other two. While most of these teachers were pleased with the interactions they had with colleagues, their roles in these interactions varied, as did their descriptions of the potential the interactions had in helping them critically examine and improve their pedagogy. Only those who experienced critical dialogue actively engaged in deep conversations about practice and, in so doing, had the potential to gain the necessary learning and support for success and retention in the first few years of teaching. Critical dialogue creates a venue where all voices are valued and where teachers can work together toward shared answers to problems of practice that are relevant to all. It provides the type of meaningful, context-specific professional learning that is vital for all teachers but especially those launching their teaching career.
Research for Change: Transforming Policy, Scholarship, and the Classroom through Engaged Research with Communities of Color
Author: Curry-Stevens, Ann
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Change,Educational Policy,School Community Relationship,Racial Differences,Advocacy,Transformative Learning,College Faculty,Teaching Methods,Scholarship,Tenure,Teacher Student Relationship,Program Descriptions,National Surveys,Accountability,Educational Equity (Finance),Teacher Attitudes

The past year of a five-year campus-community research project marked the release of a substantive report that details broad and deep racial disparities stretching across institutional practices and outcomes, service access, and economic and social conditions. The report has catalyzed an abundance of advocacy opportunities, as the release has opened doors for dialogue with promising signs of reforms appearing within the first year since the report's release. In this article, the principle investigator shares how this research experience has benefited her development as a publicly engaged scholar, including her path towards tenure, her experience in knowledge creation in collaboration with community partners, and her experience infusing this content into her classroom pedagogy and her relationships with students. Her experience affirms that public scholarship holds transformative possibilities for researchers, students, and community partners alike.
A Model of Public Scholarship That Integrates Professional Skills into Graduate Education
Author: Knudson, Kandace M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Professional Development,Graduate Study,Graduate Students,Problem Solving,Models,Conservation (Environment),Environmental Education,Leadership Training,Interdisciplinary Approach,Water Quality,Program Descriptions,School Community Relationship,Seminars,Case Studies,Program Effectiveness

Graduate students education is falling short of what the twenty-first century demands from its next generation of leaders; indeed, many educational leaders and scholars have called for graduate education to include richer, more relevant experiences (Stanton &amp; Wagner, 2006; Stewart, 2010; Walker, Jones, Bueschel, &amp; Hutchings, 2008). At the University of California, Davis, we provide a rich set of professional development skills through a new program for graduate students who have an interest in environmentally based public scholarship--researching and collaborating with communities in order to solve real-world challenges. The purpose of this article is to illustrate and analyze the model, identifying ways the program is effectively delivering professional development to graduate students.
Collaborative Inquiry at a Children's Museum: Benefits for Student Learning, Museum Outcomes, and Faculty Scholarship
Author: Williams, Patricia Hrusa
Date: 2011-00-00
Type: Journal Articles
Subjects: Case Studies,Service Learning,Museums,College Faculty,Undergraduate Students,Student Attitudes,Exhibits,Health Promotion,Higher Education,Educational Benefits,Nutrition,Public Agencies,Field Experience Programs,Children,School Community Relationship

This case study recounts a collaborative service-learning project involving a children's museum, a university faculty member, and undergraduate students. Students worked with the museum to conduct a visitor study examining community reactions to a new exhibit designed to promote children's health and nutrition. At the same time, students learned about family life education in the field. Benefits of working together on a program evaluation project for the faculty member, students, and the museum are examined. From a faculty perspective, service-learning in the community presents valuable opportunities for collaborative inquiry and public scholarship, benefiting faculty members, institutions of higher education, students, and community agencies. By understanding the needs and challenges for museums and for students involved in field experiences, service-learning experiences can be developed that capitalize on the scholarly interests of the faculty member.
Public Scholarship in Kinesiology: A Case Study on Economic Impact
Author: Bryan, Charity
Date: 2011-00-00
Type: Journal Articles
Subjects: Case Studies,Economic Impact,Scholarship,Field Experience Programs,Sustainability,Movement Education,Educational Benefits,Community Benefits,Relevance (Education),Educational Principles,Partnerships in Education,School Community Programs,Academic Achievement,College Programs,Course Content,Content Analysis,Undergraduate Study

This case study discusses a seldom explored outcome of public scholarship in higher education: economic impact. The case study connects student field experiences and faculty scholarship to the sustainability of academic departments, providing administrative leaders with the information and tools necessary to both survive and thrive during times of economic uncertainty in higher education. The case study demonstrates the economic impact that a kinesiology program has made in the local economy and the reciprocal benefits for students and faculty. The study concludes with four principles recommended to assist departmental leaders who wish to link student and faculty inquiry with community needs, while also working toward becoming &quot;recession proof&quot; as universities continue to cut budgets and programs.
Creating Holistic Partnerships between School and Afterschool
Author: Anthony, Kenneth
Date: 2016-00-00
Type: Journal Articles
Subjects: Holistic Approach,After School Programs,Interviews,Partnerships in Education,Shared Resources and Services,Organizational Communication,Interprofessional Relationship,Case Studies,Elementary Education,Program Descriptions,Barriers,Alignment (Education)

To identify what stands between schools and afterschool programs and what can connect them, the lead author, Ken Anthony, conducted an exploratory study in three schools in a southern New England city. In all, 18 interviews were conducted with school and afterschool staff. Following a framework proposed by Tracy Bennett (2015), this exploratory study focused on three specific aspects of school-afterschool relationships: (1) sharing of academic resources; (2) sense of partnership; and (3) communication structures. Together, Ken and coauthor Joseph Morra developed recommendations for the field based on the findings of this limited, small-scale study. The authors aim not to provide definitive conclusions but to enter a conversation about how schools and afterschool programs relate to each other. Their status as afterschool practitioners, though it could be seen as a source of bias, gives them a realistic perspective on what happens &quot;on the ground&quot; in school-afterschool partnerships. Perhaps their most salient finding was a disconnect between school and afterschool staff. However, school and afterschool staff described informal structures and opportunities that could contribute to more substantial connections. The findings reinforce what afterschool practitioners have often identified as avenues for improving school-afterschool partnerships.
Infrastructures to Support Equitable STEM Learning across Settings
Author: Penuel, William R.
Date: 2016-00-00
Type: Journal Articles
Subjects: STEM Education,Equal Education,Educational Principles,Articulation (Education),Stakeholders,Partnerships in Education,Participative Decision Making,Youth,Educational Resources,Educational Practices,Delivery Systems,Literature Reviews

STEM learning is a process that unfolds through dynamic interactions over time and across settings. Formal education in schools is not the only--or necessarily the most significant--context for STEM learning. This paper outlines principles for building a diverse and connected ecosystem and the features of a STEM learning infrastructure to promote equity. The five design principles to support equitable learning across settings include the following: (1) Draw on Values and Practices to Articulate Shared Learning Goals; (2) Involve Stakeholders in Co-Design; (3) Make Connections across Settings; (4) Name Youth as Contributors; and (5) Intentionally Broker Learning across Settings. The authors' recommendations are derived from a review of literature on general strategies for leveraging diversity in STEM learning and on specific programmatic efforts to promote young people's learning across settings. The research on equity shares a premise that diverse everyday experiences are a resource for--rather than a barrier to--young people's learning. The goal of STEM education, then, should be not to eliminate perceived deficits in students, their families, or their communities, but to find connections between each of these and disciplinary knowledge and practices. Because the literature on programs that make explicit attempts to promote learning across settings is relatively new and sparse, the authors sought to identify programs that were grounded in this premise and that had some evidence of positive youth outcomes. The review included designs that show at least some promise of expanding youth access to STEM learning in and across settings. The result is a set of principles for designing equitable STEM learning ecosystems and a corresponding set of infrastructures necessary to support such systems.
Exploring Engaged Spaces in Community-University Partnership
Author: Davies, Ceri
Date: 2016-00-00
Type: Journal Articles
Subjects: School Community Programs,Colleges,Partnerships in Education,Shared Resources and Services,Foreign Countries,Technical Support,Access to Information,Student Participation,Space Utilization,Communities of Practice

The Community University Partnership Programme (CUPP) has been operating at the University of Brighton for the past 10 years. This article explores the different types of space we think need to exist to support a variety of partnership and engaged work. We therefore explore our understandings of shared or &quot;engaged&quot; spaces as a physical, virtual and relational phenomenon in this context.
Building an Engagement Center through Love of Place: The Story of the Barbara Weitz Community Engagement Center
Author: Woods, Sarah
Date: 2016-00-00
Type: Journal Articles
Subjects: Community Centers,Universities,School Community Programs,Extension Education,Partnerships in Education,Educational Facilities,Student Organizations,Community Organizations,Program Descriptions,Program Design,Metropolitan Areas,Educational Finance,Service Learning,Nonprofit Organizations,Entrepreneurship,Planning,Educational Facilities Design

Universities throughout the United States operate engagement centers to extend campus faculty, staff and student resources to their communities. In 2014, the University of Nebraska Omaha (UNO) opened the Barbara Weitz Community Engagement Center (Weitz CEC): a privately funded $24 million, 70,000 square foot facility located in the middle of its original Dodge Street campus. In addition to offices for its service learning and community service enterprises, the CEC houses over thirty university and community organizations and offers extensive space for meetings, dialogue and collaboration. This paper will discuss its strategic and programmatic origins, unique design, and lessons learned in developing and operating the center.
Oklahoma City's Emerging Hispanic Community: New Partnerships, New Successes
Author: Kinders, Mark A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Hispanic Americans,School Community Relationship,Partnerships in Education,School Business Relationship,Hispanic American Students,Public Schools,Elementary Secondary Education,Higher Education,Strategic Planning,Agency Cooperation,Student Participation,Outreach Programs,Minority Group Teachers

The University of Central Oklahoma's new strategic plan sought to increase its connection to the emerging Hispanic community in Oklahoma City. Simultaneously, the Greater Oklahoma City Hispanic Chamber of Commerce was seeking a higher education partner. This case study describes resulting new programs for Hispanic students and businesses. The relationship inspired the newly formed UCO Latino Faculty &amp; Staff Association to connect UCO to the Hispanic community while providing greater opportunities for Hispanic student success.
Place-Based School Reform as Method of Creating Shared Urban Spaces: What Is It, and What Does It Mean for Universities?
Author: Luter, D. Gavin
Date: 2016-00-00
Type: Journal Articles
Subjects: Place Based Education,Educational Change,Urban Areas,Neighborhood Improvement,Universities,School Community Programs,Partnerships in Education,Outcomes of Education

In this article, a layered conceptual framework for &quot;place-based school reform&quot; is presented as a way to link the concept of school reform and neighborhood development. Because many universities have been involved in community-school-university partnerships, the university community engagement literature will be connected to this increasingly attractive concept that seeks to both improve academic outcomes and to link a schooling system to a neighborhood. Implications for universities seeking to co-create urban shared spaces are discussed.
The Learning Exchange: A Shared Space for the University of British Columbia and Vancouver's Downtown Eastside Communities
Author: Towle, Angela
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Research Universities,School Community Programs,Urban Areas,Shared Resources and Services,Models,Community Organizations,Social Change,Educational Environment,Physical Environment,Program Descriptions,Emotional Development,Urban Education

The Learning Exchange was established by the University of British Columbia (UBC) in 1999 in Vancouver's Downtown Eastside (DTES). The challenge has been to create a shared space for learning exchanges between two very different communities: a research-intensive university and an inner city area most commonly depicted as a place of hopelessness. The Learning Exchange provides an interesting model for how shared spaces can work to bring benefits to both to individual community members, students and faculty, as well as to the university and community organizations. It provides a place in the community where UBC students and faculty, and DTES residents and organizations connect, pursue common interests and learn from each other with a long-term goal of bringing about social change. Examples are given of the ways in which attention is paid to the physical, emotional and intellectual environment and the synergies that occur in shared spaces. Based on our experience and lessons learned we identify important principles for creating successful university-community shared spaces.