ethanporcaro/eric-fulltext-meta huggingface dataset:
Engagement Scholarship Consortium Poster Awards
Author: Bargerstock, Burton A.
Date: 2012-09-00
Type: Journal Articles
Subjects: Awards,Consortia,Outreach Programs,Conferences (Gatherings),Scholarship,Visual Aids

The National Outreach Scholarship Conference has long provided a venue for the presentation of posters representing innovative research, effective practices, and impactful programs. In 2011, conference planners developed a series of measures focused on enriching the poster session as a platform for showcasing community-based scholarship and university outreach. A number of the changes were implemented to enhance the experience of the poster sessions for presenters and attendees of the conference. These changes included: (1) organizing two distinct poster sessions, each with a different line-up of posters; (2) convening each poster session for a full 2 hours, the longest presentation format offered at the conference; (3) clustering posters on similar topics near each other to create more natural spaces for thinking and discussion across common themes; and (4) offering a reception with light food and drinks at each poster session to create a comfortable atmosphere for conversation. Another change was implemented to acknowledge the important contribution excellent posters make to a conference program. The Engagement Scholarship Consortium inaugurated a special recognition program for scholarly work presented as a poster. A panel of judges reviewed over 100 posters presented during the meeting in East Lansing, Michigan, from an impressive group of national and international submissions. The posters were rated on the basis of their contribution to the conference theme and for their textual content and visual and graphic quality. On the final day of the event, the Engagement Scholarship Consortium announced the five most outstanding posters of its 2011 National Outreach Scholarship Conference. The 2011 Outstanding Poster Award recipients are presented.
Exploring Competencies for Manufacturing Education Partnership Centers
Author: Chapman, Diane D.
Date: 2012-09-00
Type: Journal Articles
Subjects: Organizational Change,Consultants,Educational Change,Sustainability,Improvement,Partnerships in Education,Professional Development,Manufacturing

The National Institute of Standards and Technology's Hollings Manufacturing Extension Partnership works with U.S. manufacturers to help them create and retain jobs, increase profits, and save time and money. Members of the Manufacturing Extension Partnership recognized the need to expand capacity and capabilities of their network to address the mounting challenges facing manufacturers. To this end, the organization adopted a new strategic vision in which Manufacturing Extension Partnership field consultants develop long-term relationships with client manufacturers while providing performance solutions focused on five areas: continuous improvement, technology acceleration, supply chain, sustainability, and the workforce. A project was funded to educate Manufacturing Extension Partnership field consultants to embrace a holistic and integrated approach in their work, and ultimately help implement the new vision. One step in facilitating this change was to identify the gap between existing and desired competencies for Manufacturing Extension Partnership field consultants. To meet this need, a research team was guided by the following questions: (1) What does the literature say are important skills and knowledge for the types of work done by Manufacturing Extension Partnership field consultants?; (2) What are the skills and knowledge currently used by Manufacturing Extension Partnership field consultants?; and (3) What are the skills and knowledge that Manufacturing Extension Partnership field consultants and their center directors believe they need to possess? The results of this competency study will guide the Manufacturing Extension Partnership in professional development activities and will act as a strategic tool to support organizational change.
Mapping a Strategic Plan for Health: Community-Based Participatory Research with Underserved, Low-Income, Urban Neighborhoods
Author: Zandee, Gail
Date: 2012-09-00
Type: Journal Articles
Subjects: Public Health,Urban Areas,Neighborhoods,Low Income Groups,Participatory Research,Nursing Students,Health Personnel,Focus Groups,Community Surveys,Research Methodology,Access to Health Care,Strategic Planning,Capacity Building,School Community Relationship

Since 2002, community-based participatory research methods have been used by the Calvin College Nursing Department to map out a strategic health plan for three urban, low-income, underserved neighborhoods. Nine focus groups and 449 door-to-door health surveys were completed across the three urban neighborhoods between 2002 and 2004. Neighborhood meetings were held to share the results of the research, and to give residents a platform to identify the top five health concerns for their neighborhood along with recommended solutions. The top health concern identified by all three neighborhoods was lack of access to health care. The resident-driven solution addressing this issue was development of a Community Health Worker Program. Residents would be trained in basic health care and would work with nursing students to promote health and access to care in the neighborhood. The Community Health Worker Program was identified on the strategic plan as a strategy to promote access to care, and was initiated in the three neighborhoods in 2005. Evaluation measures were outlined in the strategic plan to measure effectiveness of the collaborative program. Between 2009 and 2011, students and Community Health Worker Program members collaborated to complete the same research process of focus groups and door-to-door surveys as initiated in 2002. Neighborhood meetings were conducted to disseminate the research results, review the top five health concerns, recommend solutions, and update the strategic plan. Results showed that emergency room use and barriers to health care decreased in the three neighborhoods between 2004 and 2011; access to dental care increased. Combining community-based participatory research with written strategic plans was found to be a useful strategy to unite community members, nursing students and faculty members, and neighborhood organizations in a long-term partnership addressing resident-driven health concerns and solutions in urban underserved neighborhoods while educating nursing students
Measuring Academic Capacity: Research in Relationship
Author: Fletcher, Fay
Date: 2012-09-00
Type: Journal Articles
Subjects: Foreign Countries,Capacity Building,Community Development,Researchers,Canada Natives,Public Health,Mental Health,Sustainability,Participatory Research,Focus Groups

Successful, sustainable initiatives in communities are community-based, community-paced, and community-led. In addition, the unique culture of each community is a protective factor, contributing to that community's physical, mental, spiritual, and emotional health. Academic researchers working with six First Nations and one Metis Settlement asked, &quot;What is our role as academic partners in building capacity for community-based participatory research?&quot; The goal was to understand changes in the researchers' capacities and their roles in building the capacity of community members. The Public Health Agency of Canada's Community Capacity Building Tool (&quot;Public Health Agency of Canada, 2007&quot;) served as the framework for two focus groups. A thematic analysis of the focus group transcripts resulted in insights into researcher capacity and potential contributions to community capacity building. Focus group participants validated the interpretations and four themes that emerged from the data: (1) Language and measures; (2) Community development; (3) Balancing capacity building; and (4) Capacity building: A positive, non-linear trajectory.
Student and Community Partner Expectations for Effective Community-Engaged Learning Partnerships
Author: Stack-Cutler, Holly
Date: 2012-09-00
Type: Journal Articles
Subjects: Student Characteristics,Partnerships in Education,Leadership,Feedback (Response),Expertise,Community Involvement,Workshops,Surveys,Higher Education

Student insight and community partner feedback can contribute to understanding and thus improve community-engaged learning practices. Student and community partner voices, however, are not often heard during community-engaged learning development. To ascertain student and community partner expectations for community-engaged learning, thematic analysis was performed on data from two sources: a workshop where five student panelists involved in community-engaged learning discussed their expectations of community-engaged learning, and a survey of community partners (n = 45) to examine perspectives on working with students and university partners during community-engaged learning placements. From their community placements, students expected opportunities to acquire management skills, to exercise leadership skills, and to be given responsibility. They further expected to be exposed to a variety of perspectives on how others view their expertise, and to have an involved community supervisor who would give an orientation of the organization, provide ongoing supervision, and highlight the significance of the work students would perform in their community-engaged learning placement. Community partners appreciated having flexible timeframes and being able to negotiate length of community-engaged learning placements with university partners based on their organization's needs. Traits that they attributed to effective community-engaged learning placements and partnerships were grouped into three areas: placement characteristics, student characteristics, and university partner characteristics.
Instructor-Led Engagement and Immersion Programs: Transformative Experiences of Study Abroad
Author: Graham, Natalie
Date: 2012-09-00
Type: Journal Articles
Subjects: Study Abroad,Transformative Learning,Attitude Change,World Views,Classification,Immersion Programs,Teacher Role,Course Content,Context Effect,Self Evaluation (Individuals)

Study abroad is associated with transformative experiences--that is, events that lead to a change in how a person sees the world. In this study the authors sought to ascertain whether there are common themes of transformative experiences and whether these transformations are related to particular types of study abroad programs. Principles guiding the authors' research and interview coding scheme are informed by study abroad and transformative education literature. Study abroad can be categorized in three types: instructor-led topic/subject focused, engagement activity instructor-led, and immersion through university semester enrollment. The project engaged debates about whether a short-term faculty-led study abroad is as transformative as a full immersion semester at a foreign institution, and whether an international community engagement study abroad experience fosters transformations different from or similar to the other two types.
Resilience, Conviviality, and the Engaged Studio
Author: Tamminga, Ken
Date: 2012-09-00
Type: Journal Articles
Subjects: College Faculty,College Administration,Administrators,Outreach Programs,Horticulture,Higher Education,School Community Relationship,Urban Areas,Neighborhoods,Low Income Groups,Neighborhood Improvement,Community Development,Resilience (Psychology),Service Learning,Stakeholders,Best Practices,Local Issues,Case Studies,Models,Ethics,Interpersonal Relationship,Praxis,Synthesis,Theory Practice Relationship,Environment

University faculty and outreach program directors have been called to deliver more effective, equitable, and sustainable ways in which neighborhood and university communities may creatively interact. The authors report on the case of the Pittsburgh Studio, an initiative that matches students and resident stakeholders in researching local issues and identifying place-based solutions to catalyze resilience and conviviality in low-income neighborhoods. This article traces the cooperation of the Pittsburgh Studio and the Penn State Center, describes its conceptual basis, and concludes by outlining emerging best practices for neighborhood-based engaged scholarship in the post-industrial inner city. (Contains 4 figures.)
Healthy Transitions: A Community-Based Participatory Research Approach with Burundians with Refugee Status
Author: Bates, Denise
Date: 2012-09-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Barriers,Acculturation,Limited English Speaking,Cultural Differences,Participatory Research,Community Organizations,Focus Groups,Economically Disadvantaged,Low Income Groups,At Risk Persons,Access to Health Care,School Community Relationship,Intercultural Programs,Cross Cultural Training,Cultural Awareness,Attitudes

Healthy Transitions is a program of the University of Tennessee's Ready for the World initiative, a broad plan to transform campus culture and prepare students for the 21st century. Healthy Transitions partners the university with a local community of Burundian refugees. The university joined several community organizations interested in the refugees' integration, and in examining the Burundians' experiences and perceptions during and post migration. Focus group data identified key areas of concern for the Burundians. Community-based participatory research provided relevant data and an infrastructure, including a nonprofit established by the Burundians, that enable the Burundian community to co-direct ongoing research and programming. (Contains 2 figures.)
Working Together to Improve the Lives of People Affected by Epilepsy in Zambia
Author: Birbeck, Gretchen L.
Date: 2012-09-00
Type: Journal Articles
Subjects: Partnerships in Education,Stakeholders,Foreign Countries,Epilepsy,Seizures,Medical Students,Clinics,Medical Services,School Community Relationship,Needs Assessment,Capacity Building,Program Effectiveness

Epilepsy is a neurologic disorder that results in recurrent, unprovoked seizures. The biomedical burden of epilepsy can be substantial, but for many the social consequences may be just as extreme, with epilepsy victims suffering from social abandonment as well as economic and physical vulnerabilities. Since its founding in 2000, the Chikankata Epilepsy Care Team, a collaborative project between Michigan State University and the rural Zambian community of Chikankata, has worked to improve the lives of people with epilepsy. What began as a local nurse-medical student partnership in one small rural Zambian hospital has grown into a program that supports and enriches clinical services and advocacy programs throughout Zambia. Recognizing the imperative for knowledge to influence policy, this university-community partnership works tirelessly to inform key stakeholders and policy makers of its findings. The program received the 2011 Outreach Scholarship/W. K. Kellogg Foundation Engagement Award for the North Central region.
Engineers without Borders at Montana State University: Student-Led Engagement and Transnational Collaboration
Author: Stein, Otto R.
Date: 2012-09-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,College Students,Majors (Students),Engineering,Student Projects,Student Role,Civil Engineering,Administrators,Water,Elementary Schools,Rural Schools,Sanitary Facilities,School Community Relationship,Global Approach,Interdisciplinary Approach,Capacity Building,Cooperation,Sustainable Development,Data Collection,Needs Assessment,Teacher Participation,College Faculty,Cultural Influences,Experiential Learning

The Montana State University student chapter of Engineers Without Borders USA is a student-managed partnership with the people of Khwisero, Kenya. The primary mission, to bring potable water and clean sanitation facilities to 61 primary schools and the surrounding communities of Khwisero, necessitates a long-term commitment to collaboration and cultural exchange. Engineers Without Borders has helped transform views regarding engaged scholarship at Montana State University. Students and faculty members are collectively advancing interdisciplinary, service-learning, and global action initiatives across the campus. This article describes the growth, organizational principles, and goals of Engineers Without Borders at Montana State University. (Contains 2 figures.)
The History of TRUCEN
Author: Curley, Maureen F.
Date: 2012-10-00
Type: Journal Articles
Subjects: Liberal Arts,Administrators,Leadership,Service Learning,Public Service,School Community Relationship,Research Universities,State Universities,Citizen Participation,Interprofessional Relationship,Communities of Practice,Social Networks,Community Development,Community Relations

By the early years of this new century it was evident that increasing numbers of colleges and universities had undertaken numerous innovative efforts to reinvigorate and prioritize students' civic and community engagement in their surrounding communities. However, a number of individuals involved with these movements had noticed that much of the most ambitious and innovative work was taking place in teaching-focused community and liberal arts colleges and state universities. Research universities were relatively less involved. Recognizing the need to encourage engaged scholarship at research universities and these institutions' potential to provide leadership in this arena, Campus Compact executive director Liz Hollander, and Rob Hollister, dean of the Jonathan M. Tisch College of Citizenship and Public Service at Tufts University, decided in 2005 to convene scholars from some of the research universities. Thus in October 2005 individuals from 13 research universities met at Tufts for a two-day meeting. The group not only shared their ideas but decided to take action by becoming a more prominent and visible &quot;voice for leadership&quot; in the larger civic engagement movement in higher education. A formal ongoing steering committee was created, and the group adopted a name, The Research University Community Engagement Network (TRUCEN).
The Mission and Purpose of TRUCEN (The Research University Civic Engagement Network)
Date: 2012-10-00
Type: Journal Articles
Subjects: Higher Education,Research Universities,Institutional Mission,Citizen Participation,School Community Relationship,Service Learning,Community Development,Community Relations,Role of Education,College Role,Scholarship

The mission of The Research University Civic Engagement Network (TRUCEN) is to advance civic engagement and engaged scholarship among research universities. TRUCEN has adopted the following goals for advancing civic engagement and engaged scholarship as part of the core mission of all research universities: (1) Encourage community-engaged scholarship by identifying its dimensions and demonstrating how it satisfies criteria for rigorous scholarship established by and expected from research universities; (2) Encourage research on different forms of civic engagement and give greater visibility to this growing field of scholarship; and (3) Encourage greater commitment to curricular and co-curricular activities that promote students' civic understanding and engagement, and scholarly efforts to understand and articulate the outcomes, challenges, and best practices for doing so.
Integrating a Commitment to the Public Good into the Institutional Fabric: Further Lessons from the Field
Author: Harkavy, Ira
Date: 2012-10-00
Type: Journal Articles
Subjects: Higher Education,Public Service,Institutional Research,Self Evaluation (Groups),Institutional Mission,Action Research,Participatory Research,School Community Relationship,Urban Environment,Community Development,Community Relations,College Faculty,Advisory Committees,Research Universities

This essay builds on and extends earlier research and writing that the authors have done, trying to understand how a commitment to local engagement, which is the term commonly used at the University of Pennsylvania (Penn), becomes embedded in the core work of the institution. Their inquiries have been guided by social psychologist Kurt Lewin's dictum: If one wants to truly understand something, try to change it. The work undertaken by the Netter Center for Community Partnerships, with which the authors are both involved (one as founding director and the other as a long-standing member of the Netter Center's faculty advisory board), has constituted an ongoing participatory action research project whose primary interconnected goals are to help produce substantive change for the better and, through that process, advance knowledge and learning. A central theme of this essay is that institutionalization occurs when organizational structures are established to support local engagement, and when a critical mass of colleagues embrace the value of this work. Resources also need to be secured and strategically deployed to ensure the development and growth of an effective organization and programs. The authors have found that for a higher education institution to genuinely (as opposed to putatively) embrace its civic mission, faculty members must come to see the work as central. At a research university like Penn, this means conceptualizing the work of engagement as a powerful strategy for developing new knowledge through research and teaching. Given Penn's founding purpose of serving society and promoting citizenship, it also involves working to connect local engagement efforts to the goal of improving the community and to a larger, democratic purpose. The authors believe that these approaches, which entail both structural and ideological change, enable civic engagement to put down roots in the groves of academe. (Contains 1 figure and 1 endnote.)
Developing a Strategic Approach to Social Responsiveness at the University of Cape Town, South Africa
Author: Favish, Judith
Date: 2012-10-00
Type: Journal Articles
Subjects: Foreign Countries,Municipalities,Grants,Awards,Service Learning,Recognition (Achievement),Research Universities,Strategic Planning,Scholarship,Social Responsibility,Cultural Context,Networks,Safety,Violence,Public Schools,Climate,Poverty,Environmental Education,College Faculty,Democracy,Civil Rights,Social Justice

Collaborative community-engaged scholarship has roots in many parts of the world, and engaged practitioners and researchers are increasingly finding each other and sharing resources globally. This article focuses on a &quot;social responsiveness&quot; initiative at the University of Cape Town. Its story, told here by three University of Cape Town colleagues, illustrates the possibilities and complexities of this work in southern Africa. While strongly contextualized there, it also illustrates how the University of Cape Town has both benefited from and contributed to the broader international discussions taking place through TRUCEN (The Research University Civic Engagement Network), the Talloires Network, and other means. (Contains 1 figure and 1 endnote.)