ethanporcaro/eric-fulltext-meta huggingface dataset:
How to Avoid Stumbling While &quot;Walking the Talk&quot;: Supporting the Promise of Authentic Partnerships
Author: Shelton, Terri L.
Date: 2006-00-00
Type: Journal Articles
Subjects: Partnerships in Education,School Community Relationship,Colleges,Higher Education,Family Involvement,Ethics,Staff Utilization,Recognition (Achievement),Financial Support,Change Strategies,Research

This article discusses challenges faced by research centers engaging in community partnerships, as well as potential solutions. While many challenges in community-campus partnerships involve the engagement of community and the characteristics of the partnership, some university structures and policies can impede the collaboration even given a strong partnership. The lessons shared highlight potential pitfalls that need to be addressed as well as possible solutions that can support the campus in developing authentic collaboration.
Integrating Community-Based Participatory Research into the Curriculum
Author: Fontaine, Sherry J.
Date: 2006-00-00
Type: Journal Articles
Subjects: Participatory Research,College Curriculum,School Community Relationship,Social Change,College Faculty,Scholarship,Community Role,Undergraduate Students,Graduate Students,Evaluation Methods

Faculty and students often express an interest in undertaking applied research that has a direct and positive impact on the community. This article focuses on the utilization and integration of a particular form of applied research, community-based participatory research (CBPR), as part of the curriculum. CBPR is a collaborative research process in which the researcher and members of community organizations work together in defining and conducting research topics in order to produce research that results in social change. An important benefit of CBPR is that it enables academic programs to strengthen linkages with organizations in the community by involving members of academia and the community in research efforts that are valuable to both community organizations and researchers. This article defines CBPR, presents methods for integrating CBPR into the curriculum, and discusses issues involving the evaluation of CBPR as a form of faculty scholarship.
Deconstructing the Methods and Synergies in Problem-Based Learning, Community-Based Project-Organized Education: Perspectives at the University of Venda, South Africa
Author: Netshandama, V. O.
Date: 2006-00-00
Type: Journal Articles
Subjects: Teaching Methods,Problem Based Learning,Models,Case Studies,Community Education,Community Problems,Community Needs,Nursing Education,Universities,Foreign Countries,Educational Planning,Educational Strategies

This case study discusses the deconstructions and synergies of problem-based learning (PBL) and community-based project-organized education. The growing literature on these methods lacks in coverage of their synergies and their applicability to meaningful projects with communities as partners. Community-based learning is inherently problem based and provides a natural environment to introduce problem-based learning, but problem-based learning is not inherently community-based. A project-organized curriculum is not necessarily community based or problem oriented. Its application in community problem-based models therefore requires clear articulation. Scholars wishing to use both approaches are faced with the challenge of revisiting the connections from time to time, given the evolving and changing contextual nature of community issues, problems, and needs. This article discusses theoretical underpinnings, context, applications, and experiences in using these methods at the Department of Nursing Sciences at the University of Venda in South Africa.
Barriers to the Inclusion of Indigenous Knowledge Concepts in Teaching, Research, and Outreach
Author: Semali, Ladislaus M.
Date: 2006-00-00
Type: Journal Articles
Subjects: Barriers,Inclusion,Indigenous Knowledge,Land Grant Universities,Place Based Education,Models,State Surveys,Case Studies,Multicultural Education,Culturally Relevant Education,Mixed Methods Research,Structural Equation Models,Statistical Analysis,Hypothesis Testing,Educational Practices,Teacher Surveys

This study was performed to develop and test a theoretical model of the barriers and supports experienced by employees at a major land-grant university that affect their likelihood of incorporating place-based or indigenous knowledge (IK) into their teaching, research, and/or outreach activities. To test this model, we conducted a statewide survey of Penn State faculty at twenty-four campuses and Penn State extension educators from the sixty-seven counties in the commonwealth. The findings from this study suggest that educators' use of IK-related knowledge could be defined as &quot;segmental,&quot; as opposed to reflecting a commitment to the intrinsic value of such knowledge. The educators' use of such knowledge was related to academic rank, geographic location of the individual's worksite, peer support received, and the technical or nontechnical nature of the individual's academic discipline.
Enhancing Higher Learning through Engagement in Community and Human Development
Author: Mason, Ronald, Jr.
Date: 2006-00-00
Type: Journal Articles
Subjects: College Role,School Community Relationship,Community Development,Change Strategies,Social Responsibility,Change Agents,Private Colleges,Public Housing,Public Colleges,African Americans

Universities are structurally constrained from engaging in community development. Traditional concepts of teaching, research, and service make it difficult to focus on the needs of the community as a motivating force in the higher learning process. Historically black public universities, however, may have fewer such constraints than large private institutions. In any event, there is great need in the world and all institutions must respond to that need according to their ability. Universities have great ability to effect positive change should they choose to use it. Perhaps a different model, where learning relies on the praxis of thought and action, could simultaneously produce better students and create better communities.
Sharing Knowledge, Power, and Respect: Keys in Bringing Communities Together to Improve Science, Practice, and Relationships
Author: Conway, Flaxen D. L.
Date: 2006-00-00
Type: Journal Articles
Subjects: Higher Education,Extension Education,School Community Relationship,Extension Agents,Teachers,Communities of Practice,Industry,Change Agents,Cooperation,Cooperative Programs,Research,Animal Husbandry,Oceanography,Natural Disasters,Scientists

Are communities better off because of the efforts of higher education? Extension educators have extended university-based research and technologies that have helped create strong, natural resource-based communities. However, the political and socioeconomic environments in which these communities function are changing even faster than the natural environments. Extension educators boast about being change agents, but are they themselves changing? A team of campus/county-based extension faculty transformed themselves from academic experts into colearners who worked with the practice community and the science/management community to address three critical issues: industry transformation, deteriorating relationships between communities, and improving science through cooperative research. One example highlights the importance of involving the impacted community as an equal partner in designing and implementing a federally declared fisheries disaster program. Another illustrates the benefits of two innovative venues for improving science and relationships between practitioners and scientists.
The Community Impact Statement: A Prenuptial Agreement for Community-Campus Partnerships
Author: Gust, Susan Ann
Date: 2006-00-00
Type: Journal Articles
Subjects: School Community Programs,Colleges,Housing,Participative Decision Making,Poverty,Health Promotion,Well Being,Social Justice,Conservation (Environment),Economic Impact,Program Development,Program Effectiveness,Participatory Research,Community Involvement

The Phillips Neighborhood Healthy Housing Collaborative learned valuable lessons through its work on two community-based participatory research projects in which it established a principled model of shared power and identifiable, mutual community-university benefits. A community impact statement (CIS) has evolved from this work. Like an environmental impact statement for a real estate development or a prenuptial agreement between two marriage partners with a large amount of resources to learn to share, an agreement must be developed before the work of the community-university partnership can begin. However, as in an EIS and the prenuptial agreement, the strength and the success of the partnership is dependent not only on the partners involved, their relationship, and the reasons for their union, but on the process by which the relationship and its benefits or assets are clearly defined. The CIS provides that process for community-university partnerships.
The Scope of Our Country: Expanding Access to Higher Education through Community Partnerships with Texas Tech University
Author: Paton, Valerie Osland
Date: 2006-00-00
Type: Journal Articles
Subjects: Access to Education,Higher Education,Partnerships in Education,School Community Relationship,Public Colleges,Elementary Secondary Education,College School Cooperation,Distance Education,Rural Extension,Strategic Planning,Economic Development,Off Campus Facilities,Outreach Programs,Early Childhood Education,Rural Education

The geographical scale of West Texas provides a unique opportunity to demonstrate active engagement between Texas Tech University and the residents of this vast region. The institution responded to community requests and collaborated to develop four new, rural off-campus teaching and research sites and expand the presence of an existing site. These initiatives focused on expanding access to higher education, engaging in outreach research and scholarship, and enhancing early childhood through 12th grade school partnerships. Technology networks and distance-delivered academic resources were leveraged to achieve these goals. State guidelines for the development of new off-campus sites provided limited guidance for rural educational delivery of research partnerships. As a consequence, the institution's engagement with rural communities yielded increased understanding of these institution-community partnerships, their symbiotic benefits, and the constraints that should guide them.
Beyond the Criminal Arena: The Justice Studies Program at Winston-Salem State University
Author: Harvey, Lynn K.
Date: 2006-00-00
Type: Journal Articles
Subjects: Criminal Law,Justice,Undergraduate Study,Program Descriptions,State Universities,Departments,Social Sciences,Educational Opportunities,Program Development,Course Content,Majors (Students),Partnerships in Education

The justice studies program at Winston-Salem State University (WSSU) is designed to produce a new breed of justice practitioners whose understanding of justice and its administration is broadened to include the political, social, economic, and cultural conditions within which issues of crime and punishment are pursued and addressed. While it covers the bases found in criminal justice programs, justice studies at WSSU goes beyond those basics to prepare students to recognize, analyze, and address issues of justice both within and outside the practice of law enforcement. By connecting Department of Social Sciences faculty and students to the university's research, outreach, and training center, the program also emphasizes the many opportunities and positive outcomes inherent in the university's engagement with the broader community.
Transforming Liberal Arts Education through Engaged Scholarship
Author: Heffner, Gail Gunst
Date: 2006-00-00
Type: Journal Articles
Subjects: Liberal Arts,Educational Change,Church Related Colleges,School Community Relationship,Scholarship

Public institutions of higher education have commonly accepted their responsibility to engage in community service in addition to research and teaching. Less attention, however, has been paid to the role of comprehensive liberal arts colleges in service to the community. This article describes how engaged scholarship has played a transformative role in the institutional life of Calvin College, a Christian, liberal arts college in Michigan. After a brief history of the development of the scholarship of engagement at Calvin College, we discuss how the conversation about engagement has shifted from &quot;doing good&quot; to questioning scholarly paradigms. Finally, we discuss our areas of ongoing growth and lessons learned. In the last decade the influx and involvement of scholars who are now practicing and writing about engagement in fresh and exciting new ways has led to a significant shift in the concept of institutional engagement.
Violence, Conflict, and Community Service-Learning: Measuring Impact on Students and Community
Author: Scharrer, Erica
Date: 2006-00-00
Type: Journal Articles
Subjects: College Students,Program Development,Conflict Resolution,Violence,Grade 6,College School Cooperation,Service Learning,Partnerships in Education,School Community Relationship,Critical Thinking,Curriculum,Media Literacy,Surveys,Statistical Analysis,Program Effectiveness,Program Evaluation,Television Viewing,Questionnaires

University students were involved in the design, implementation, and assessment of a program in local schools on conflict and violence in the media and in one's own life. The community partners were sixth graders in five area classrooms in the community surrounding the university. This study assesses the impact of a project-based community service-learning (CSL) partnership on both the university students involved and the sixth graders for whom the project was designed. The data suggest that both the sixth graders/community members and the university students learned valuable information and developed critical thinking skills from participation in the project. The analysis of the data gives us important insights into the ways such work can and does make an impact on all parties involved.
A New Funding Model for Extension
Author: Brown, Paul W.
Date: 2006-00-00
Type: Journal Articles
Subjects: Financial Support,Educational Finance,Extension Education,Models,State Colleges,Economic Factors,Public Education,Federal Aid,State Aid,Budgets,Costs,Fees,Salaries,Accountability,School Personnel,Income

The traditional funding model of the Cooperative Extension System has been stretched to its limits by increasing demand for information and programs without concurrent increases in funding by the public sector. As the social, economic, and political environments have evolved and become more complex, extension is often asked to apply the expertise gained in public programming to private situations that may be very specific in their scope and resulting benefits. When the economic benefits of extension efforts accrue only to a small, easily defined population with the ability to pay, extension needs to recover part or all of the costs of providing these services. Iowa State University Extension has pioneered a funding model predicated on a set of principles and strategies designed to consistently recover costs incurred by responding to private good requests, while continuing to provide unrestricted access to high-quality public good programs and services.
Engaging a University in Self-Assessment and Strategic Planning to Build Partnership Capacity: The UCSF Experience
Author: Wortis, Naomi
Date: 2006-00-00
Type: Journal Articles
Subjects: Public Colleges,Self Evaluation (Groups),Strategic Planning,Capacity Building,School Community Relationship,Community Centers

In an effort to better fulfill its public service mission, the University of California, San Francisco, has undertaken an intensive assessment and strategic planning process to build institutional capacity for civic engagement and community partnership. The first stage was a qualitative assessment focused primarily on three local communities, followed by a grassroots collaborative planning process resulting in the creation of a department-based Community Partnership Resource Center. The second stage was a campuswide self-assessment by the UCSF Executive Vice Chancellor's Task Force on Community Partnerships. This quantitative data collection about current UCSF partnerships and examination of national best practices resulted in recommendations for institutional action. The third stage was the creation of the University Community Partnership Program, which will ultimately serve the needs of the entire UCSF campus as well as all surrounding communities. This article describes the self-assessment and strategic planning process, challenges encountered, and lessons learned.
Service-Learning and Intentionality: Creating and Assessing Cognitive Affective Learning Connections
Author: Hall, Maureen P.
Date: 2006-00-00
Type: Journal Articles
Subjects: Service Learning,Intention,Graduate Students,Mentors,Middle School Students,Writing (Composition),Biographies,African Americans,Puerto Ricans,Older Adults,Writing Assignments,Cognitive Processes,Affective Behavior,Reflection,Partnerships in Education,Writing Instruction,Teacher Education,Educational Objectives,Teacher Competencies

This article outlines the design of a new service-learning component central to a graduate course on teaching elementary and middle school writing. The service-learning involves course participants acting as mentors to middle school students as they write personal histories of local African American, Cape Verdean, and Puerto Rican senior citizens. The course instructor's plan for assessment focuses on cognitive affective learning. Using Krathwohl's Affective Domain, the instructor has created reflective assignments that address the original cognitive goals of the course with new affective goals. Course participants complete a constructive action portfolio, which is a collection of focused and reflective pieces about their experiences and roles as mentors.
Cultivating Reciprocity: The Guiding Framework for Benedict College in Partnership with the Community to Garner Economic and Community Growth
Author: Greene, Gwenda R.
Date: 2006-00-00
Type: Journal Articles
Subjects: Black Colleges,School Community Relationship,Economic Development,Community Development,Service Learning,Private Colleges,Housing

This article delineates Benedict College's strategies for transforming the community to foster a strong sense of connectedness and inclusivity to the institution. Reciprocal partnerships between the college and the community have served as a vehicle for achieving the mission of the college and addressing critical community issues. Benedict College has collaborated in such community development endeavors as renewal of the area surrounding the college, including improved housing for underserved local families. In its efforts to holistically organize college and community, Benedict College has institutionalized service-learning as a sustainable method of integrating community partnership into higher education. Information presented in this article focuses primarily on the methodical partnership between Benedict College and its surrounding community to collaboratively address the issue of economic and community growth through unified, sustainable plans and decisions.
The Complexity in Defining Leadership: How Gifted Students' Backgrounds Influence Their Understanding of Effective Leadership
Author: Jackson, Shawon
Date: 2015-00-00
Type: Journal Articles
Subjects: Academically Gifted,Leadership Qualities,Ethnicity,Social Class,Gender Issues,Sexual Identity,Grade 11,Grade 12,High School Students,Residential Schools,Correlation,Racial Differences,Ethnic Groups,Student Leadership,Surveys,Statistical Analysis

There is no universally accepted definition of what it means to be an effective leader. Individuals understand leadership differently based on their own identities and lived experiences. The purpose of this investigation is to determine how one's ethnicity, class, and gender identities influence their understanding of effective leadership, focusing specifically on gifted and talented eleventh and twelfth grade high school students at residential academies in the United States. The results show that there is a significant relationship between one's race/ethnic and class background and their understanding of what it means to be an effective leader. From this, we argue that gifted and talented students are able to develop a greater understanding of how to be an effective leader in their communities, high schools, and workforce by participating in leadership education programs that take advantage of the multiple perspectives on leadership present in their own school.
Active Learning, Action Research: A Case Study in Community Engagement, Service-Learning, and Technology Integration
Author: Maddux, Harry Clark
Date: 2006-00-00
Type: Journal Articles
Subjects: Active Learning,Action Research,Case Studies,Service Learning,Technology Integration,Middle School Students,Computer Assisted Instruction,Community Organizations,Technological Literacy,Technology Education,Consortia,Disadvantaged,Outcomes of Education,Summer Programs,Community Cooperation,School Community Relationship

This article explores the integration of technology into community engagement and service-learning activities at Tennessee State University (TSU). We have used active learning experiences to develop action-oriented research questions that help both students and local community members connect theory with experience and thought with action through technology. Technology is an important component of our work because it enables archiving of work and dissemination of lessons learned. Results have included a Web design curriculum for local middle-school-aged children; educational computer laboratories in several community-based organizations; and literacy and technology training conducted with key community partners. This work has also engendered a statewide consortium to provide digital media tools and training to underserved communities in Tennessee. Outcomes continue to be encouraging: community members display a growing interest in education, and TSU students continue to improve their ability to ask well-formulated research questions that can be answered through ongoing civic action.
Historically Black Colleges and Universities: Bringing a Tradition of Engagement into the Twenty-First Century
Author: Lomax, Michael L.
Date: 2006-00-00
Type: Journal Articles
Subjects: Black Colleges,Higher Education,College Students,Learner Engagement,African American Education,African American Students,African Americans,Desegregation Litigation,School Desegregation,Folk Culture,African American Institutions,African American Organizations,African American Culture

For historically black colleges and universities (HBCUs), engagement is not an enhancement of their curriculum but part of their birthright. Founded in the Civil War/Reconstruction era, HBCUs had as their core mission educating freed slaves and other free black people to participate in the economy. Later, during the Jim Crow era, HBCUs educated the men and women who built black communities and dismantled segregation. Fifty years after &quot;Brown v. Board of Education,&quot; almost every college includes cohorts of African American students, and African Americans can be found at every level of the economy and the society. But despite this progress, the black-white education attainment gap continues to widen, depriving many young African Americans of the education they need to begin productive careers, and depriving the economy of the professionals it needs to keep pace in the global economy. It is to these challenges that HBCUs' tradition of engagement now turns.