ethanporcaro/eric-fulltext-meta huggingface dataset:
Partners in Outreach and Advocacy: Interdisciplinary Opportunities in University-Based Legal Clinics
Author: Pearson, Katherine C.
Date: 2006-00-00
Type: Journal Articles
Subjects: State Universities,Law Schools,Legal Aid,Outreach Programs,Advocacy,Law Students,School Community Relationship,Older Adults,Children,Interdisciplinary Approach

The Dickinson School of Law of the Pennsylvania State University offers several specialized in-house legal clinics. This article focuses on the outreach services of the Elder Law and Consumer Protection Clinic and the Children's Advocacy Clinic. These programs provide opportunities for law students to obtain practical experience in a thoughtful and reflective environment and engage the students in community outreach and public policy advocacy. This article reviews the development of the two clinical programs as vital components of an engaged university and further suggests how interdisciplinary collaboration helps to guide their growth.
Service-Learning in Disaster Recovery: Rebuilding the Mississippi Gulf Coast
Author: Evans-Cowley, Jennifer
Date: 2006-00-00
Type: Journal Articles
Subjects: Service Learning,Natural Disasters,Feedback (Response),Journal Writing,Community Needs,Student Attitudes,Course Descriptions,Outcomes of Education,Information Technology,Student Projects,College Students

This article describes a course in the City and Regional Planning program at the Ohio State University. Its overarching goal was to offer service-learning by providing students with an opportunity to apply what they learned in the classroom by meeting community needs following Hurricane Katrina and to reflect on their experiences through journaling. This article describes the theoretical basis for the course and its structural features, then presents evidence of the impact on both students and the communities served. Attention is focused on student responses to service-learning, the studio experience, and both intended and unintended outcomes. The course includes two unique features, the integration of professionals into the role of educators and a heavy reliance on technology. Recommendations based on feedback from students and the communities are offered to help other institutions implement service-learning courses involving projects at a distance.
Adventure Central: Applying the &quot;Demonstration Plot&quot; Concept to Youth Development
Author: Cochran, Graham
Date: 2006-00-00
Type: Journal Articles
Subjects: Youth Programs,Adventure Education,Urban Areas,Urban Schools,Colleges,School Community Programs,Family Programs,Extension Education,Outreach Programs,Land Grant Universities,Program Development,After School Programs,Resident Camp Programs,Experiential Learning,Parent Participation

Historically, land-grant university research stations focused on demonstrating successful farming methods. The land-grant mission and the principles at its foundation have broad applicability, and we believe the land-grant principles can be successfully applied in urban settings to a university's work with youth and families. In this article we describe our work at Adventure Central, which has become a demonstration plot to learn about and share what works for youth and family programming. We describe the program components and lessons learned from being engaged with youth on a daily basis for the past six years. We argue that Adventure Central is an example of how extension remains relevant to the needs of today's society and serves as a model of outreach and engagement by extending the lessons learned to benefit other youth development efforts.
Discovering Diversity Downtown: Questioning Phoenix
Author: Talmage, Craig A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Urban Areas,Story Telling,College Students,Experiential Learning,Community,School Community Relationship,Service Learning,Cultural Differences,Surveys,Undergraduate Students,Definitions,Socioeconomic Status,Community Characteristics

Applied community learning experiences for university students are promising endeavors in downtown urban environments. Past research is applied to help better comprehend a community engagement initiative conducted in downtown Phoenix, Arizona. The initiative aimed to illuminate the socio-cultural diversity of the downtown area utilizing storytelling methods. The initiative leveraged three broad questions: Where is downtown, what is downtown, and who is downtown? Lessons learned from the initiative, its processes, and outcomes are showcased and reviewed.
For Better and for Worse: Understanding Optimal Campus-Community Relationships through the Lens of Marriage
Author: Gavazzi, Stephen M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Marriage,Matrices,School Community Relationship,Colleges,College Role,Figurative Language,Evaluation Methods,Program Evaluation,Evidence Based Practice

Borrowing from marital research literature, a four-square matrix constructed from the twin dimensions of effort and comfort levels is used to describe a typology of campus and community associations. Results from a study using the Optimal College Town Assessment to measure community member perceptions on town-gown relationships are presented next, followed by a discussion of a mobilization cycle that situates such assessment efforts inside of an engagement strategy for establishing harmonious campus and community partnerships.
Building Sustainable Neighborhoods through Community Gardens: Enhancing Residents' Well-Being through University-Community Engagement Initiative
Author: Siewell, Nicholas
Date: 2015-00-00
Type: Journal Articles
Subjects: School Community Relationship,Universities,Gardening,Well Being,Intervention,Guidelines,Community Development,Neighborhoods,Surveys,Focus Groups,Physical Health,Mental Health,Spiritual Development,Low Income,Needs Assessment,College Students,College Faculty,Scores,Questionnaires

Building communities through creative community garden projects is increasingly common and seems to create beneficial effects for participants. This study recognizes the need to understand the impact of gardens on low socioeconomic neighborhoods. By conducting a needs assessment study and establishing a community garden, we were able to study its impact on residents of a neighborhood in Bakersfield, California. Data were collected from residents and garden participants using surveys and focus groups. Findings show overwhelming support for the garden and identify benefits of gardens on physical and mental health, social capacities, and spiritual health of individuals and neighborhoods. The study shows how such university community engagement initiatives provide a macro practice intervention framework for students, practitioners, and leaders.
The Engaged University, Community Development, and Public Scholarship
Author: Bridger, Jeffrey C.
Date: 2006-00-00
Type: Journal Articles
Subjects: Community Development,Higher Education,Universities,Scholarship,Citizen Participation,School Community Relationship,School Community Programs,Community Involvement,Interpersonal Relationship,Economic Development

America's universities are facing unprecedented scrutiny and criticism. As pressure for institutional change has mounted, universities have taken steps to more effectively respond to the needs of their stakeholders. All of these activities are part of a broad movement to develop new and productive connections between the university and its publics. In this article, we draw on the interactional approach to community to give direction and purpose to the engagement agenda. We also develop a model of engagement and describe how it is related to the practice of community development. We conclude by suggesting how a new conception of scholarship--one that links academic excellence with civic participation--can facilitate community development.
The Transformative Engagement Process: Foundations and Supports for University-Community Partnerships
Author: Brown, Robert E.
Date: 2006-00-00
Type: Journal Articles
Subjects: Partnerships in Education,School Community Relationship,Best Practices,Citizen Participation,Citizenship Responsibility,Thinking Skills,Community Problems,Community Programs,Universities

This article describes one university's approach to transformative engagement: An engagement process based not on transfer of expertise from university to community (technology transfer), but rather on an interactive process in which all partners apply critical thinking skills to complex community problems. Iterative in nature, it is informed by a university-wide model of engagement built on the land-grant tradition and by grounded principles from the literature. University Outreach and Engagement (UOE) provides several modes of connecting for structural support. To be successful, partners must have appropriate and multiple ways of making and sustaining connections to each other and to information that will help them move through transformations. These modalities encompass individual and systemic connections in both face-to-face and electronic venues. The structures are designed to meet the needs of those engaged in partnerships while promoting evidence-based best practices in community agencies.
Ecological Development through Service-Learning
Author: Baker, Daniel
Date: 2006-00-00
Type: Journal Articles
Subjects: Service Learning,Economic Development,Ecology,Conservation (Environment),Partnerships in Education,School Community Programs,Foreign Countries,Colleges,Outreach Programs,Program Development,Sustainable Development,International Cooperation,Agricultural Occupations,Water Quality

This article describes a successful model used in international service-learning projects that integrates economic development and ecological improvement. The principles of the model are discussed, including commitments to maintain partnerships over time, emphasize the transfer of knowledge from one generation of students to the next, start small, build a history of success, and gain community trust. The application of this model to an evolving series of service-learning projects in Honduras is discussed. The article concludes with a discussion of some of the challenges and management strategies useful in implementing the model.
Assessing Michigan State University's Efforts to Embed Engagement across the Institution: Findings and Challenges
Author: Lunsford, Crystal G.
Date: 2006-00-00
Type: Journal Articles
Subjects: State Colleges,Outreach Programs,College Role,College Faculty,Teacher Responsibility,Program Effectiveness,Teacher Attitudes,Teacher Behavior,Research Universities,School Community Relationship,Teacher Promotion,Financial Support,Surveys,Interviews,Qualitative Research,Statistical Analysis

This article describes how Michigan State University developed and implemented an institutional framework that identifies outreach and engagement as a scholarly, crosscutting function. These efforts sought to elevate the valuation of outreach and engagement across the institution and to ensure that outreach and engagement complemented the other professional responsibilities of faculty. The article also describes how the institution is beginning to assess the impact of those efforts on faculty attitudes and behavior. Preliminary findings suggest that while institution-level support is necessary, outreach and engagement will not flourish at research universities until academic units interpret and align the institutional framework with faculty efforts in ways appropriate to their disciplines. Efforts also must be taken to ensure that the faculty reward system encourages outreach and engagement.
Fostering Public Engagement in Local Land Use Planning and Zoning Recodification Projects: A Case Study from the University of Wisconsin--Extension, Lincoln County
Author: Cadwallader, Thomas K.
Date: 2006-00-00
Type: Journal Articles
Subjects: Land Use,Planning,Zoning,Citizen Participation,Case Studies,State Universities,Extension Education,Counties,State Legislation,College Faculty

This study outlines the processes used by University of Wisconsin--Extension, Lincoln County (UWELC), educators over an eight-year period to facilitate the development of a county land use plan and to guide committees through a review of the new proposed county zoning ordinances based on that plan. As a partner in these projects, UWELC helped create a model of public participation for other counties and municipalities conducting land use planning based on Wisconsin's comprehensive planning law passed in October 1999. UWELC educators drew on the expertise of University of Wisconsin system faculty based outside Lincoln County to provide information about land use and zoning issues.
Integration of Ethics with American Pedagogy
Author: Pittella, Rosanna
Date: 2006-00-00
Type: Journal Articles
Subjects: Ethics,Teaching Methods,Vocabulary,Instructional Materials,Elementary Secondary Education,Higher Education,Theory Practice Relationship,Class Activities

The United States has established itself, for better or worse, as the single most powerful country in the world. The American school system was not designed to familiarize its students with the language and concepts of ethics they will need as heirs and future leaders of a nation with ever increasing global reach and influence. This article proposes a program for the integration of ethics consciousness and vocabulary with standard American pedagogy. Practical examples of techniques and materials are proposed for utilization by intentional teachers of students from pre-K through college level.
Joining Forces: Building Collaborative Learning Communities through Family-School-University-Community Partnerships
Author: Clark, Mary Ann
Date: 2006-00-00
Type: Journal Articles
Subjects: College Faculty,College School Cooperation,Partnerships in Education,Family School Relationship,Agency Cooperation,Stakeholders,Teaching Methods,Professional Development Schools,Teacher Attitudes,School Counselors,Surveys,Counselor Training,Teacher Education Programs

Two College of Education faculty members describe their journeys as &quot;professors in residence&quot; immersed in schoolwide change efforts at two different partnership schools. Collaboration with school staff, students' families, and community agencies led to the formation of significant alliances that contributed to the process of school improvement and change. Implications for collaboration among stakeholders, engaged scholarship, and lessons learned are discussed.
Public Deliberation: Efforts in Two States to Transform Public Policy Development
Author: Williams, Sue E.
Date: 2006-00-00
Type: Journal Articles
Subjects: Public Policy,Policy Formation,Democracy,Citizen Participation,Community Development,Debate,Universities,Statistical Analysis,Interviews,Measures (Individuals)

A contemporary vision for a democracy is that it involves those who wish to be involved; the highest expression of human rationality becomes reality when ordinary people speak and reason together on issues of common concern. Public deliberation is a structured dialogue around a challenging public problem. It is a means through which citizens can make tough choices about the basic purpose and direction of their communities and their country. Oklahoma State University and the Oklahoma Partnership for Public Deliberation, along with the University of Missouri, incorporated public deliberation into their public policy and community development work. To implement public deliberation, they conducted institutes and academies to prepare extension professionals and community leaders to use this practice in their public lives. Research to determine the impact of public deliberation in these two states indicates that public deliberation is a useful approach to addressing challenging social issues.
Build a Human Project: Improving Attitude and Increasing Anatomy Content Knowledge and Skills for Middle-Level Students
Author: Houtz, Lynne E.
Date: 2006-00-00
Type: Journal Articles
Subjects: Anatomy,Knowledge Level,Summer Programs,Workshops,Outreach Programs,Student Attitudes,Scientific Attitudes,Inquiry,Active Learning,Hands on Science,Science Process Skills,Science Teachers,Middle School Students,Medical Schools,Schools of Education,Formative Evaluation,Summative Evaluation,Program Effectiveness,Mixed Methods Research,Pretests Posttests,Multiple Choice Tests,Performance Based Assessment,Middle School Teachers

For four years middle-level students and science teachers have participated in a two-week summer workshop outreach project collaboratively designed and implemented by School of Medicine and Department of Education faculty. The project's goals included improving the attitude of student participants toward the study of science; increasing participants' knowledge of the structure, function, and care of the human organism through inquiry-based hands-on exploration; and developing participants' process skills through hands-on activities. Formative and summative assessment of the program's effectiveness in reaching its goals included quantitative and qualitative strategies. Student attitudes remained high, and even improved significantly during two of the years. Content knowledge was assessed through a K-W-L chart, a multiple choice pre- and posttest, and student feedback forms. Authentic assessment techniques were used to evaluate development of process skills. The triangulated results develop a rich picture of success in meeting project goals.
Motivating University Faculty Participation in the Training and Professional Development of P-12 Teachers
Author: Justice, George W.
Date: 2006-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Participation,Teacher Motivation,College School Cooperation,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Science Education,Mathematics Education,Faculty Development,Educational Change,Tenure,Teacher Education,Incentives,Rewards,Outreach Programs

This article reviews and discusses certain ideas and initiatives found in the scholarship on faculty motivation, roles, and service and outreach involvement. It is intended as a resource for formulating practical applications for use in encouraging broad faculty participation in the Partnership for Reform in Science and Mathematics (PRISM), a project that calls for multi-level collaboration among P-12 teachers and higher education faculty to develop innovative approaches to science and mathematics education. Because of the importance of improving teacher education in these fields, motivating higher education faculty involvement is key for the project's success. This process is informed by competing interests, formidable barriers, and complicated approaches. The literature also suggests that a common commitment to the institutional mission, a workable understanding of different kinds of motivation, and a purposedriven cooperation at all levels of administration and faculty can produce successful outcomes.
Political and Academic Linkages in Public Sector Policymaking
Author: Hill, LaVerne Williamson
Date: 2006-00-00
Type: Journal Articles
Subjects: Public Sector,Public Policy,Policy Formation,Decision Making,Research Problems,Policy Analysis,Expertise,Data Collection,Scholarship,Government School Relationship,Educational Cooperation,Financial Support,Teacher Evaluation,Tenure,Faculty Promotion,Interdisciplinary Approach,Partnerships in Education,Conflict

Decision making in the public sector encompasses many topics of interest to the academic researcher--environmental issues, health and human services, budget planning, and so on. Expertise in data collection and analysis is critical to the policy-making process and can be provided by academic researchers. But the &quot;real world&quot; policymaker and the &quot;ivory tower&quot; academician often have difficulty working together. Both parties have been reluctant to venture into each other's unique worlds. Conflicts in values, goals, and methods often unnecessarily inhibit the forging of strong work relationships. As a result, both parties may miss opportunities to establish relationships that can be mutually beneficial in providing subject material for academic research and stronger public policy. This article discusses the reasons for this problem and suggests ways in which successful partnerships can be designed.
Community-University Research Partnerships: Devising a Model for Ethical Engagement
Author: Silka, Linda
Date: 2006-00-00
Type: Journal Articles
Subjects: Partnerships in Education,School Community Relationship,Universities,Participative Decision Making,Research Problems,Research Design,Cooperation,Research Methodology,Models,Problem Solving,Educational Benefits,Agenda Setting

Profound changes taking place in communities and in universities are bringing researchers and community members new opportunities for joint research endeavors and new problems that must be resolved. In such partnerships, questions about shared decision making--about the ethics of collaboration--arise at every stage: Who decides which problems are worthy of study? Who decides how the research will be conducted? Who owns the data once they are collected? This article summarizes a research cycle model that integrates these disparate issues within a larger framework that ties them to steps in the research process. Rather than prescribing a predetermined set of answers, this model encourages researchers and community members to cooperatively construct solutions appropriate to specific contexts and situations. It can be used to build sustainable research partnerships that generate multiple investigations and a variety of applications benefiting both campus and community.
Poverty and Population Density: Implications for Economic Development Policy
Author: Tinsley, Karen
Date: 2006-00-00
Type: Journal Articles
Subjects: Poverty,Population Distribution,Economic Development,Public Policy,Counties,Census Figures

Poverty measurements based on geopolitical boundaries may not accurately reflect the concentration of poverty in a given area. Building upon the findings of the Study on Persistent Poverty in the South that identified 91 persistent poverty counties in Georgia, this article argues that a new unit of analysis is needed to understand the conditions associated with poverty. By using census block groups based on population density, it is possible to perform analysis in ways that transcend traditional geopolitical jurisdictions. The article uses this new unit to present findings based on the 2000 U.S. Census results. Implications for economic development policy are also discussed.
Promoting Student Engagement through an Academic Leadership Certificate Program
Author: Langone, Christine A.
Date: 2006-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Leadership Training,Certification,Service Learning,Interdisciplinary Approach,Scholarship,Degree Requirements,Experiential Learning,Skill Development,Program Effectiveness,Student Educational Objectives,Outcomes of Education,Learner Engagement

The University of Georgia's Interdisciplinary Certificate in Leadership and Service is an undergraduate academic program designed to enhance college students' preparation for leadership in their communities and organizations through service-learning. This form of engagement with the community prepares students to face the technical and social challenges of the future through cross-disciplinary collaboration, scholarship, and application. The article discusses requirements of the certificate, the collaborative nature of the program across multiple colleges at the university, and the impact of institutionalizing leadership and service by providing a mechanism for both students and faculty to document activity in experiential education and its outcomes. The certificate program or any of its components can serve as a model for other colleges or leadership programs.