ethanporcaro/eric-fulltext-meta huggingface dataset:
Educating for a Changing World: The Importance of an Equity Mindset
Author: Ramaley, Judith A.
Date: 2014-00-00
Type: Journal Articles
Subjects: College Role,Justice,Inclusion,Higher Education,Student Diversity,College Environment,School Culture,Beliefs

Our nation's colleges and universities are being asked to play demanding roles in creating the capacity for active and engaged collaboration and collective action to address complex challenges that are shaping the world we live in. An essential ingredient of any effort to build healthy communities for any purpose, including education, is the cultivation of equity and inclusion. In this article, we discuss what these terms mean in practice and how to draw upon the talents and experiences of all the members of a diverse community in order to understand and address the pressing social, cultural, economic, and environmental challenges we face in our communities and around the globe.
Building a University-Community Partnership to Explore Health Challenges among Residents at Extended-Stay Hotels
Author: Lewinson, Terri
Date: 2014-00-00
Type: Journal Articles
Subjects: School Community Programs,Partnerships in Education,Health Promotion,Residential Care,Older Adults,Housing Needs,Mental Health Programs,Community Organizations,Change Strategies,Program Descriptions,College Programs,Social Work,Caseworker Approach,Focus Groups

Extended-stay hotels are housing solutions for some older adults on the fringe of street homelessness. Research indicates that these environments can produce negative health outcomes for older adults. Strategies for managing negative environmental conditions must be identified to help older adults manage health outcomes. This paper describes a university-community partnership that empowered older adults to come together and focus on mental and physical health outcomes while precariously housed in extended-stay hotels. Contributions from various phases of the university-community partnership are described along with mutually beneficial outcomes.
Library Services to Community Users: Current Practices of Urban and Metropolitan Universities
Author: Dole, Wanda V.
Date: 2013-00-00
Type: Journal Articles
Subjects: Urban Areas,Metropolitan Areas,Neighborhoods,Library Services,Community Programs,Academic Libraries,Urban Schools,Colleges,School Community Relationship,Surveys,Access to Computers

This paper describes one of the ways in which the Coalition of Urban and Metropolitan Universities (CUMU) makes a difference in neighborhoods, cities, and regions by extending library privileges to community users. It reports the results of a study of the services that CUMU libraries provide to community users.
We're Engaged! A Community-University Library Collaboration
Author: Rolloff, Evelyn K.
Date: 2013-00-00
Type: Journal Articles
Subjects: Partnerships in Education,School Community Programs,Library Facilities,Academic Libraries,Community Information Services,Program Development,Program Descriptions,Models,Community Education,Community Benefits,Service Learning,Shared Resources and Services

Since its inception, Metropolitan State University has demonstrated a strong commitment to community partnerships and the integration of community engagement into student learning and scholarship while meeting community-defined needs. This article presents examples of reciprocal partnerships in the context of a shared community-university library facility, which perseveres through the challenges of an impoverished neighborhood and diminishing funding resources.
Post-Recession Housing Crisis on Staten Island
Author: Lo Re, Mary L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Housing Needs,Urban Population,Community Study,Financial Problems,Economic Impact,Partnerships in Education,Community Benefits,Citizenship Education,Service Learning,Enrichment Activities,Student Research,Guidelines,Course Evaluation,Course Descriptions,Peer Evaluation,College Programs

This paper investigates the experience of Staten Island's diverse urban communities with limited financial resources regarding access to affordable housing after the 2008 economic downturn. It details a successful partnership in researching the challenges faced in these communities and offers recommendations for the targeting of resources to maximize community benefits. Also highlighted is Wagner College's commitment in connecting its academic offerings to urban challenges and in showing students how their studies support the local community's economic development.
Reviving and Revising the Civic Mission: A Radical Re-Imagining of ''Civic Engagement''
Author: Peterson, Tessa Hicks
Date: 2014-00-00
Type: Journal Articles
Subjects: School Community Relationship,Institutional Mission,Social Change,Higher Education,Social Justice,Community Involvement

Drawing on literature in the field and the author's own research, this paper argues that civic engagement is critical to the success of students and universities and should be enacted at all levels of educational policy and practices. Yet, it must be facilitated in a way that ensures that equity, justice, and an appreciation of diverse value systems and perspectives are included in the development of civic actors, civic learning, and shared projects of social change in local communities.
Demonstrating Impact as a Community-Engaged Scholar within a Research University
Author: Jacquez, Farrah
Date: 2014-00-00
Type: Journal Articles
Subjects: School Community Programs,College Faculty,Background,Participatory Research,Financial Support,Faculty Publishing,Service Learning,Community Education,Scholarship,Research Needs,Research Universities,Program Effectiveness

Within promotion processes, research universities traditionally place highest value on grant funding and peer reviewed publications. In contrast, community-engaged research tends to value community partnerships and direct community benefit. Community-engaged early career faculty can have difficulty negotiating the demands required for promotion and tenure and the time and effort required for truly collaborative community partnerships. In this reflective piece, the experience of an early career community engaged faculty member within a research university is described.
Dual Credit Library Instruction: An Effective University-Community Partnership
Author: Smith, Ngaire
Date: 2013-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Library Instruction,Dual Enrollment,Academic Libraries,College School Cooperation,Research Skills,Credits,Student Characteristics,Course Organization,Library Role,Student Development,High School Students,Developmental Studies Programs

Dual credit students (those enrolled for both high school and postsecondary curricular credit) benefit from library instruction classes and provide an important opportunity for academic libraries to reach out to local K-12 schools. These classes benefit high school students whose excitement and enthusiasm make them uniquely open to acquiring advanced research skills during their library instruction session. Librarians who plan classes that include active learning strategies can help high school dual credit students learn skills to produce work that is acceptable at the college level, while also cultivating some of the skills that will help students become successful undergraduates.
Results of Summer Enrichment Program to Promote High School Students' Interest in Engineering
Author: Hart, Brenda
Date: 2014-00-00
Type: Journal Articles
Subjects: Summer Science Programs,Enrichment Activities,High School Students,Science Interests,Engineering Education,Program Descriptions,Program Effectiveness,Models,Course Descriptions,Educational Opportunities,College School Cooperation,Outreach Programs,Program Costs,Science Careers

For more than thirty years, personnel from the University of Louisville J.B. Speed School of Engineering have presented a summer program targeting high school students historically underrepresented in engineering fields. INSPIRE provides these students with an introduction to careers in engineering and assists the students in planning their futures, even if they choose not to pursue engineering after high school graduation. This article provides an overview of the INSPIRE program, selected activities, costs, and outcomes.
Internationalization-at-Home: Grounded Practices to Promote Intercultural, International, and Global Learning
Author: Agnew, Melanie
Date: 2014-00-00
Type: Journal Articles
Subjects: Global Approach,Multicultural Education,Models,College Curriculum,Curriculum Design,Integrated Activities,Learning Activities

This paper explores Internationalization-at-Home (IaH) as a comprehensive model for preparing every student with the needed global competencies for today's interconnected and diverse society. The authors show how the goal of IaH is to redefine classrooms and campuses into common spaces that intentionally promote intercultural, international, and global learning. Practical models and analytical frameworks for pursuing IaH and curriculum internationalization are provided and anchored in multiple potential spaces for global/earning.
The Newark Fairmount Promise Neighborhood: A Collaborative University-Community Partnership Model
Author: Hill, Diane
Date: 2014-00-00
Type: Journal Articles
Subjects: Urban Universities,School Community Relationship,Urban Planning,Neighborhoods,Organizational Climate,Success

The recent awarding of a Promise Neighborhood Planning Grant to Rutgers University-Newark demonstrates how the institution's leadership has promoted a vision and mission that fosters an institutional climate supportive of community engagement. This paper discusses how Gray's (1989) partnership development framework and Kania and Kramer's (2011) conditions of collective success have been integrated to document and assess this transformative initiative in the city of Newark, New Jersey.
Urban Teacher Preparation Academy: Preparing Urban Teachers through a Collaborative Partnership
Author: Nelson, R. Michael
Date: 2014-00-00
Type: Journal Articles
Subjects: Urban Teaching,Preservice Teacher Education,Partnerships in Education,Public Schools,Universities,College School Cooperation,Teacher Effectiveness,Schools of Education,Program Effectiveness,School Holding Power,Teacher Qualifications

The Urban Teacher Preparation Academy was developed through a collaborative partnership between the University of Central Oklahoma and the Oklahoma City Public Schools. The goal of the program is to develop effective teachers for urban schools. The development and maintenance of the partnership is discussed through the lens of interorganizational collaboration. The teacher retention rate for the program is above the national norm, and teachers demonstrate many of the characteristics of effective teachers.
Collaborative Constructions: Constituency, Power, and Engagement
Author: Rodwell, Gary D.
Date: 2014-00-00
Type: Journal Articles
Subjects: State Universities,Urban Universities,School Community Relationship,Community Development,Community Involvement,Black Colleges,Urban Planning,Master Plans

This paper explores efforts of the Coppin Heights Community Development Corporation (CHCDC) to: (1) increase the commitment to community engagement at Coppin State University, an HBCU situated in the heart of one of Baltimore's most challenged communities; and, (2) increase the community's capacity to engage the university, and other institutions, concerning the development and implementation of the Greater Rosemont and Mondawmin Area master plan (the GRAMA Plan).
Choreographing Partnerships within an Organizational Structure of Accountability: Maryland State Department of Education's Shift from Compliance Monitor to Breakthrough Partner
Author: Strickling, Laura Rutter
Date: 2014-00-00
Type: Journal Articles
Subjects: State Departments of Education,Partnerships in Education,Change,Accountability,Interviews,Discourse Analysis,Mixed Methods Research,Compliance (Legal)

Drawing upon data from twenty-five interviews, this paper examines how the Maryland State Department of Education's Cross-functional Team navigates its changing role from compliance monitor to breakthrough partner in terms of discourse, time, and flexibility, as it carries out the work of the Breakthrough Center. It also examines how the role of accountability has shaped the emerging partnership between the cross-functional team and the researchers at CAIRE (Center for Application and Innovation Research in Education).
The Northwest Indiana Center for Data and Analysis: A Case Study of Academic Library Community Engagement
Author: Sandberg, Scott
Date: 2013-00-00
Type: Journal Articles
Subjects: Academic Libraries,Community Involvement,Case Studies,Outreach Programs,Economic Development,Quality of Life,School Community Relationship,Universities,Information Centers,Information Services,Geographic Information Systems

This paper details community engagement activity of an academic library coordinated within a broader university strategic plan. The Anderson Library at Indiana University Northwest (IU-Northwest) supports a service called the Northwest Indiana Center for Data and Analysis. Created in 1996 with funding made available from the Indiana University Strategic Directions Initiative, the center provides value-added demographic data services to support economic development and quality of life projects in the city of Gary and Northwest Indiana.
Reimagining Diversity Work: Multigenerational Learning, Adult Immigrants, and Dialogical Community-Based Learning
Author: Yep, Kathleen S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Intergenerational Programs,Immigrants,Adult Education,Community Education,School Community Relationship,Urban Universities,Public Libraries,Case Studies,Participant Observation,Semi Structured Interviews,Asian Americans,Service Learning,College Students

Interactions between universities and surrounding communities have the potential to create empowering education through community engagement. Innovative &quot;town/gown&quot; relationships such as multigenerational learning communities with immigrant communities may foster positive student learning outcomes while at the same time strengthen local communities. Drawing on the experience of a partnership between a college and a public library, this article explores the strengths of integrating intergenerational, community-based learning and adult immigrants to foster dialogical &quot;town/gown&quot; relationships.
For the Good of All: A Case Study of Collaboration between a University Library and a Public Library System
Author: Liebst, Anne
Date: 2013-00-00
Type: Journal Articles
Subjects: College Libraries,Public Libraries,Partnerships in Education,Case Studies,State History,Educational Benefits,Consortia,Shared Resources and Services,Metropolitan Areas,Planning,Archives,Special Libraries,Program Descriptions

In June 2003, the University of Arkansas at Little Rock (UALR) and the Central Arkansas Library System (CALS) embarked on a partnership to combine their collections documenting Arkansas history and politics. There is much to be gained by examining relationships where the partners bring special strengths to the table. This paper outlines the challenges and benefits of the collaboration between institutions with different missions and operational methods.
The University's Role in Advancing Race Relations: Reflections from the Community
Author: Edwards, Timothy
Date: 2014-00-00
Type: Journal Articles
Subjects: College Role,Racial Relations,Interviews,School Community Relationship,Diversity (Institutional),Community Programs,Community Organizations,College Curriculum

This research paper involved thematic analysis of interview responses from local citizens regarding the university's role in improving race relations. The paper addressed these questions: (1) What themes emerged from participant responses regarding UALR's role in improving race relations? and (2) What themes emerged from participant responses regarding how to make the issue of race fresher? Themes from the interviews include continue current efforts, create local partnerships, reflect diversity, and sponsor educational programs.
An Internationalized Stewardship of Urban Places
Author: Latz, Gil
Date: 2014-00-00
Type: Journal Articles
Subjects: Urban Universities,Urban Areas,Global Approach,School Community Relationship,International Education

Metropolitan universities in the United States are driven by the intertwined missions of broadening educational access and serving their surrounding communities. International education historically has been placed somewhat apart from such missions. This separation has little justification in these globalized times, however--a realization that changes how such institutions might approach the civic engagement and stewardship at their core. Metropolitan areas must now be understood not only in terms of geographic proximity but also in terms of intersecting &quot;spheres of engagement,&quot; from local to global. Cities, their universities, and the graduates they produce, must learn to operate across these spheres with skill, wisdom, and responsibility. The result is the internationalized academic stewardship of urban places discussed in this article.
Perceptions by Faculty, Staff, and Administrators of the Role of Intercollegiate Athletics at a Metropolitan University as a NCAA Division II Athletics Program Reclassifies to a NCAA Division I Athletics Program
Author: Meisel, John B.
Date: 2014-00-00
Type: Journal Articles
Subjects: College Athletics,Intercollegiate Cooperation,Urban Universities,Classification,Teacher Attitudes,Administrator Attitudes,Employee Attitudes,Teacher Surveys,Administrator Surveys

This article provides empirical findings associated with the perceptions of faculty, staff, and administrators regarding a decision to reclassify a metropolitan university's athletics program from NCAA Division II to NCAA Division I. A survey is developed that asks respondents about their perceptions of the current state of the athletics program, how the reclassification decision affected those perceptions, and about the process and outcomes of the reclassification decision. In general, the results indicate a generally favorable view by these stakeholders with the reclassification decision.
Unsettling Engagements: Collaborations with Indigenous Nations, Communities, and Individuals
Author: Scoggins, Scott
Date: 2014-00-00
Type: Journal Articles
Subjects: Urban American Indians,Tribes,Urban Universities,School Community Relationship,Community Involvement

The presence of urban Indian communities and American Indian tribal nations in and near metropolitan areas creates tremendous potential for expanding campus-community collaborations regarding teaching, research, and service. However, many challenges must be addressed, including acknowledging the colonial context of relations between indigenous and non-indigenous peoples in general as well as the specific role that education has played in the ongoing marginalization of American Indians. Rather than simply serving American Indian communities, academic engagement must be premised on self-scrutiny and intercultural respect that will unsettle taken-for-granted academic perspectives, logics, and procedures. Such efforts can generate deeply rewarding and valuable outcomes.
Students&apos; Perceptions of Reading Through Peer Questioning in Cooperative Learning
Author: Tanaka, Makiko
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Peer Relationship,Cooperative Learning,Reading Instruction,Interaction,Reading Assignments,Questioning Techniques,Writing (Composition),Questionnaires,Reading Comprehension,Student Attitudes,Instructional Effectiveness,Metacognition,English (Second Language),Second Language Instruction,Language Tests,Second Language Learning,Likert Scales

This study investigated perceptions of a class of 20 first-year Japanese college students on peer questioning in cooperative reading activities. After the instructor gave an hour of interactive explanations of the reading, in which students were encouraged to interact actively with the instructor in interpreting the reading material, students were then guided through three steps: 1) individually writing questions on points in the text they found difficult to understand, 2) peer questioning in pairs/groups using those questions, and 3) writing answers to their own questions. After four sessions of such treatment, a questionnaire was administered to see if they perceived an improvement in their reading comprehension. The results suggest that students perceived peer questioning positively. They claimed that it helped them understand the content better and that it improved their speaking skills as well. Students stated that cooperative learning also helped them to discover elements in the text they would not have seen unless otherwise asked, and it raised students' metacognitive awareness.
Athlete and Non-Athlete Adjustment to College
Author: Drum, Jennifer
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Adjustment,Athletes,College Athletics,College Students,Questionnaires,Comparative Analysis,Differences,Interpersonal Relationship,Suicide,Substance Abuse,Family Problems,Mixed Methods Research

This study examined college adjustment between athletes and non-athletes at Manhattan College, a medium-sized college participating in NCAA Division I athletics located in the Bronx, New York. Groups included a total of fifty-two athletes, fifty-six non-athletes, twenty-five female athletes, twenty-seven male athletes, twenty-six female non-athletes, and thirty male non-athletes, totaling one hundred and eight students completing the College Adjustment Scale (CAS) and a demographic questionnaire. Results indicate when comparing athletes to non-athletes, significant differences emerged on the subscales of interpersonal problems (IP), suicidal ideation (SI), substance abuse (SA), and family problems (FP). This group of non-athletes had more challenges adjusting to college than their athlete peers. There were no significant differences when comparing other groups other than male athletes to male nonathletes. In this comparison, male non-athletes had significantly more challenges in adjusting to college indicated with a significance at the &lt;0.006 level with the substance abuse (SA) subscale and just missing significance with the suicidal ideation (SJ) subscale (0.008).
Blogs as a Representation of Student Experiences in a Service Learning Course
Author: Gerstenblatt, Paula
Date: 2014-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Web Sites,Student Experience,Service Learning,Reflection,Emotional Experience,Experiential Learning,Phenomenology,Hermeneutics,Qualitative Research,Undergraduate Students,Graduate Students,Rural Areas,Participant Observation

Research on service learning has demonstrated positive outcomes in several areas of student learning; however, there is a scarcity of research examining the lived experiences of students. This study consisted of seventeen students from two cohorts enrolled in a service learning class working in a rural town. The current study suggests the reflexive aspect of blogging fits well with the service learning principle of reflection and reveals the students' emotive experience over the course of the semester. Additionally, blogging demonstrates the attributes of service learning pedagogy that are not attainable in a classroom setting or through traditional classroom tools.