ethanporcaro/eric-fulltext-meta huggingface dataset:
The Next Wave: Building a University Civic Engagement Service for the Twenty-First Century
Author: Alperovitz, Gar
Date: 2005-00-00
Type: Journal Articles
Subjects: Land Grant Universities,Access to Education,Institutional Mission,School Community Relationship,Civics,Educational Change,Democracy,Partnerships in Education,Models,Federal Legislation,Educational Legislation

Historically, America's land-grant universities offered non-elites access to higher education while developing and disseminating new, practical knowledge (particularly agricultural science). In the late twentieth century, the historic land-grant mission was eclipsed by other institutional concerns. Efforts now are under way around the country to revive that tradition within higher education and make it relevant to the social and economic needs of citizens and communities in the twenty-first century. At the University of Maryland at College Park, the Engaged University Initiative is working to help refocus the institution's commitments and resources (human, intellectual, financial) to build toward a civic engagement service that will be relevant to land-grant universities nationally.
Robust Research and Rapid Response: The Plum Pox Virus Story
Author: Alter, Theodore R.
Date: 2004-00-00
Type: Journal Articles
Subjects: College Role,School Community Relationship,Forestry,Agency Cooperation,Government Role,Extension Agents,Institutional Mission,Cooperative Planning,Plants (Botany),Partnerships in Education

Universities are frequently criticized for being unresponsive to the needs of their stakeholders. In response to this perception, many institutions of higher learning have taken steps to become more productively engaged with the people, organizations, and communities they serve. In this article, we analyze the process of engagement by focusing on a coordinated university/government response to plum pox--a disease that can destroy entire orchards of stone fruit trees and, potentially, a large portion of the North American Stone Fruit Industry. Working in partnership with growers enabled university researchers, extension agents, and government representatives to respond rapidly and thus to quickly and effectively contain the disease. We suggest that four engagement factors shaped university involvement and are largely responsible for the success of this initiative. These include a mission mentality, the existence of partnerships, organizational flexibility and agility, and accessibility.
Leveraging Resources and Sustaining Partnerships in Tough Economic Times
Author: Booth, Cheryl N.
Date: 2004-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Educational Resources,Sustainability,Outreach Programs,Finance Reform,Fund Raising,Change Strategies,School Community Relationship,School Business Relationship,College Programs,Group Dynamics,Educational Finance

During times of economic uncertainty, how can universities develop and sustain resources for engagement efforts? This article focuses on how a university-wide research and outreach coalition at Michigan State University called Families and Communities Together (FACT) is exploring a variety of funding approaches and implementing successful strategies for supporting engagement. By making the best use of its collaborative and multidisciplinary structure, by demonstrating impacts and maintaining visibility, and by building long-term partnerships, the coalition has been successful in forging alliances with government and nonprofits, sharing resources, and sustaining funding for engagement work.
The Greening of a Brownfield: A Community-Based Learning Project in Economics
Author: Kaufman, Dennis A.
Date: 2004-00-00
Type: Journal Articles
Subjects: Program Descriptions,Economics Education,Databases,Real Estate,Urban Planning,Economic Development,Teaching Methods,Neighborhoods,Universities,Undergraduate Students,School Community Programs,Outreach Programs

This paper describes a community-based learning (CBL) project involving the economic redevelopment of two environmentally contaminated former industrial sites or &quot;brownfields.&quot; The study was conducted over four semesters by several economics classes and involved assembling a database, measuring the impact of the brownfields on residential property values, proposing a redevelopment plan, and estimating the benefits of the environmental remediation and economic redevelopment of the sites. This CBL project provided economics students with a valuable opportunity to engage in a real-world economic analysis of a significant local issue.
Affecting Attitudes toward the Poor through Group Process: The Alternative Break Service Trip
Author: Gumpert, Joanne
Date: 2005-00-00
Type: Journal Articles
Subjects: Service Learning,Undergraduate Students,Transformative Learning,Graduate Students,Poverty,Consciousness Raising,Social Attitudes,Attitude Change,Holidays,Group Activities,Pretests Posttests,Questionnaires,Focus Groups

The intensive group process inherent in alternative break service trips offers a unique opportunity to foster transformative learning in undergraduate students. This exploratory study focuses on a two-year project in which graduate students who were professionally educated in group work led undergraduate students in national and international service trips focused on working with the poor. Analysis of triangulated data suggests a significant change in attitudes toward the poor during the service trip. This shift appears to be facilitated through the group process guided by the graduate student group leaders. Specific strategies that promote group development and reflective group interaction are identified. Areas for additional study are suggested. [NOTE: Page numbers shown on the attached PDF (p7-22) are incorrect. The correct page range is p109-124.]
A History of Change in the Third Mission of Higher Education: The Evolution of One-Way Service to Interactive Engagement
Author: Roper, Carolyn D.
Date: 2005-00-00
Type: Journal Articles
Subjects: Higher Education,Institutional Mission,Educational History,Educational Change,Institutional Characteristics,Educational Legislation,Research Opportunities,Social Change,Economic Impact,Economic Change,Accountability,School Community Relationship,Federal Legislation,Land Grant Universities

This investigation traces the history of change in public higher education as it relates to its third mission, from the traditional service to the contemporary engagement. The article begins with the emergence of U.S. higher education institutions in the 1600s and documents the changes era by era to the present. In each era, higher education's third mission contributed what society needed and positioned the institution to receive the democracy's support and its financial resources. This investigation and a subsequent study creating a framework for third mission activities are steps toward wider understanding and appreciation of this important segment of higher education.
Purpose, Practice and Theory: Teacher Educators' Beliefs about Professional Experience
Author: Morrison, Chad M.
Date: 2016-03-00
Type: Journal Articles
Subjects: Teacher Educators,Teacher Attitudes,Beliefs,Theory Practice Relationship,Teaching Experience,Professionalism,Teacher Education Programs,Mixed Methods Research,Teacher Surveys,Foreign Countries,Professional Development,Questionnaires,College Faculty,Focus Groups,Workplace Learning,Communities of Practice,Preservice Teachers,Student Evaluation,Practicums,Role of Education

The purposes of professional experience within initial teacher education programs are varied (Russell, 2005). However, there is limited literature explaining (a) university-based teacher educators' beliefs about its purposes and (b) how these purposes are reflected in practice. This study investigated these themes. A pragmatic mixed-method research design (Tashakkori &amp; Teddlie, 2010) was developed to survey teacher educators from two Australian and New Zealand universities (n = 56). Participants were anonymously surveyed using a diamond ranking activity (requiring placement of 9 of 11 professional experience purpose statement cards, pre-determined from literature) and open response items seeking explanations of placement determining criteria and statement elimination. Following analysis of questionnaire data, focus groups were utilised to further explore the aggregated findings. Survey data were analysed by weighting frequencies of each statement. Analysis of the data indicated significant variation of perspectives amongst the teacher educators and resulted in the clustering of purposes into four groups. This paper presents these data from the Australian university cohort (n = 26). This study, the first of a series designed to elucidate understandings of teacher educators' purposes for professional experience, reinforces the importance of professional experience as authentic workplace learning within initial teacher education. The findings also reveal the complex beliefs that underpin teacher educators' practices when preparing, mentoring and supervising preservice teachers for and within professional experience.
Professional Development of Elementary and Science Teachers in a Summer Science Camp: Changing Nature of Science Conceptions
Author: Karaman, Ayhan
Date: 2016-03-00
Type: Journal Articles
Subjects: Professional Development,Elementary School Teachers,Science Teachers,Summer Science Programs,Scientific Principles,Scientific Concepts,Attitude Change,Teacher Attitudes,Academic Standards,Foreign Countries,Questionnaires,Scoring Rubrics,Scores,Multivariate Analysis,Pretests Posttests,Knowledge Level,Science Education,Content Analysis

Many countries all over the world have recently integrated nature of science (NOS) concepts into their science education standards. Providing professional support to teachers about NOS concepts is crucially important for successful implementation of the standards. For this purpose, a summer science camp was offered to elementary and science teachers. The main objective of this research study was to investigate the progress in specific NOS concepts made by the participant teachers. The responses of the teachers regarding the NOS concepts were obtained through VNOS-C questionnaire and scored using a rubric developed by McDonald (2008). The scored teacher responses were analyzed conducting MANOVA and Repeated Measures MANOVA statistical tests. It was observed that &quot;naïve&quot; or &quot;limited&quot; views of NOS were predominant in the pretest results of the participant teachers. At the end of the summer science camp, some of the participant teachers' conceptions experienced a transition to more &quot;informed&quot; views of NOS. The amount of the progress made by the teachers appeared to be free from their specific teaching disciplines.
Validating Agencies' Perspectives: Keys to Successful Collaborations
Author: Winters, Dixie
Date: 2004-00-00
Type: Journal Articles
Subjects: School Community Relationship,Cooperation,Partnerships in Education,School Community Programs,Higher Education,Outreach Programs,Community Involvement,Focus Groups,Surveys,Agencies,Mixed Methods Research

Effective university-community collaborations can contribute directly to the welfare of children, youth, and families if the collaboration is mutually beneficial. As Tiamiye (2000, 29) states, &quot;little is, however, known about participants' views of university-community partnerships.&quot; By examining the agencies' perspectives in the process of forming new collaborations, the university see the &quot;problems&quot; of such a venture through the eyes of others. This paper outlines the process of using small-group meeting results and survey results to determine the perceptions of human service agencies about the barriers to forming successful collaborations and about successful strategies to overcome those barriers.
Partnering with Rural Populations to Build Community through Leadership Development
Author: Daugherty, Renee A.
Date: 2004-00-00
Type: Journal Articles
Subjects: Rural Areas,School Community Programs,Community Development,Universities,Leadership Training,Community Change,Pilot Projects,Program Descriptions,Futures (of Society)

The initiative for the Future of Rural Oklahoma was implemented as a pilot program in thirteen sites in Oklahoma to support rural communities that faced challenges on several fronts. The initiative emphasized engagement through local partnerships between a land-grant university and concerned community citizens. Additionally, the initiative provided programming to build community, for the first time at the university linking to content areas: leadership development and economic development. This article addresses the identification of the need for the program, as well as the development of the initiative and its various characteristics, including the leadership development component. Developing a leadership legacy will require some time; however, indicators suggest that the initiative has stimulated positive change and action.
Auditing and Managing Community Service in a Higher Education Institution
Author: Smith-Tolken, Antoinette R.
Date: 2004-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,School Community Programs,School Community Relationship,Service Learning,Program Administration,Efficiency,Administrative Organization,Higher Education,Audits (Verification),Measurement,Questionnaires,Management Information Systems

It is common practice for universities across the globe to engage in some form of benevolent interaction with communities beyond the borders of their campuses. Current legislative transformation in higher education in South Africa, for example, urges higher education institutions to become more responsive to civil society through projects that are beneficial to communities. The premise of this paper is that such responsiveness requires the efficient management of the institutional community service output. This necessitates a sound information system about the community service activities in an institution. The decentralized managerial nature of faculties and institutes of a university can make this management a daunting task. This paper investigates the complexities and importance of recording community services in a higher education institution to facilitate efficient management. It explores possible measurable elements and reports on the findings of a recent audit of the community service activities done at the Stellenbosch University.
The Role of Higher Education in Linking Arts, Culture, and Economic Development
Author: Steinkamp, Judith S.
Date: 2004-00-00
Type: Journal Articles
Subjects: Role of Education,Higher Education,Alignment (Education),Art,Culture,Economic Development,Interdisciplinary Approach,Knowledge Economy,Partnerships in Education,Art Activities,Community Programs,School Community Relationship,Universities,Community Organizations,Professional Development,Training,College Role,Outreach Programs,Shared Resources and Services,Best Practices

In the knowledge economy, colleges and universities are realigning academic initiatives to link more closely with regional needs. They are unique catalysts for forming community alliances to focus on issues of economic development, neighborhood revitalization, and cultural tourism. In partnership with business, municipalities, and cultural organizations, institutions of higher education must develop and attract the creative talent associated with university communities that will sustain regional vitality. The New England Council has pursued a regional approach to strengthen New England's economic competitiveness by developing the Creative Economy Initiative, a partnership of New England business, government, cultural, and educational leaders. In response to this initiative, the University of Massachusetts Amherst has spawned an organization called the Western Massachusetts Arts Alliance that fosters community-based arts activity through building relationships and collaborations among diverse cultural organizations, artists, arts educators, business organizations, and community groups in the four counties of Western Massachusetts. Since its inception, the alliance has provided professional development training, organized nine programs that have served hundreds of participants, and published a map of cultural attractions that has been distributed throughout the region.
Experiencing Engagement: Stories from the Field
Author: Fear, Frank A.
Date: 2003-00-00
Type: Journal Articles
Subjects: Phenomenology,Communities of Practice,Learning Experience,School Community Relationship,Transformative Learning,Definitions,Cooperative Learning,Relevance (Education),Risk,Theory Practice Relationship,Social Networks,Change Strategies,Personal Narratives

How do people experience engagement? We explore this question by interpreting stories of engagement, stories associated with projects undertaken in conjunction with the W. K. Kellogg Foundation's Leadership for Institutional Change (LINC) initiative. The stories convey a sense of what it means to be and feel engaged: it is a resonant experience, enabling participants to gain deeper understanding about themselves, others, and their work. By engaging in dialogue about the stories and exploring images embedded in stories, LINC project directors gained insights into the nature of engagement as a catalytic force for leadership and change. Organizing in a special form of learning community, a &quot;community of practice,&quot; they experienced an engaged form of leadership--relational leadership--and experimented with the community of practice form as a vehicle for change. The directors' learning experience has implications for the future direction of the engagement movement.
Blocks, Bricks, and Planks: Relationships between Affordance and Visuo-Spatial Constructive Play Objects
Author: Ness, Daniel
Date: 2016-00-00
Type: Journal Articles
Subjects: Visual Perception,Spatial Ability,Play,Manipulative Materials,Thinking Skills,Teaching Methods,STEM Education,Cognitive Processes,Children,Adults,Creativity,Creativity Tests,Creative Thinking

The authors consider the strengths and weaknesses of three different visuo-spatial constructive play object (VCPO) types--blocks, bricks, and planks--and their impact on the development of creativity in spatial thinking and higher learning during free play. Each VCPO has its own set of attributes, they note, leading to different purposes, functions, aesthetic outcomes, and narratives. They argue that one key to understanding the impact of these toys is to determine, based on the diversity of their attributes, each VCPO's level of affordance. The authors suggest that the specific qualities of some play materials may help establish the scientific, mathematical, and technological foundations required in such professional disciplines as architecture and engineering. In contrast, they argue that the use of VCPOs hobbled by formulaic, scripted play properties may have the opposite effect, that the use of products manufactured with specialized, commercialized themes runs the risk of impeding self-regulation and even creative ideation. They hope their findings serve as a starting point for future studies that examine the benefits and shortcomings of specific play objects on cognitive development and creativity.
Applying Partnership Design in the Development of Continuing Education Curriculum for Professional Social Workers
Author: Brandt, Diane L.
Date: 2003-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Social Work,Continuing Education,Curriculum Design,Learning Modules,Training Objectives,Curriculum Development,Institutional Mission,Community Education,Agency Cooperation,College Programs,School Community Programs

This article will discuss the establishment of a &quot;partnership&quot; of two State of Wisconsin regions (northern and western); thirty-four county human service agencies; the University of Wisconsin Department of Social Work; and the Continuing Education unit on the same campus: the Community-Based Services Training Partnership for Adults (CBSTP). The partnership's purpose is to develop a carefully researched and designed curriculum training module that is outcome-based, practice-oriented, and designed to improve the quality of services to vulnerable adults living in northern and western rural Wisconsin. The article explores efforts at current program identification and problem solving, the establishment of an advisory board representing the state and county members, methodology, and funding initiatives. The final product of this initiative will be a manual that will include all aspects of the training curriculum.
Service-Learning and Civic Engagement: Recommendations Based on Evaluations of a Course
Author: Wasburn, Mara H.
Date: 2004-00-00
Type: Journal Articles
Subjects: Service Learning,Citizen Participation,Student Participation,Course Evaluation,Experiential Learning,Internship Programs,Outcomes of Education,Models,Undergraduate Students,Social Services

This study describes a service-learning course in the Department of Organizational Leadership at Purdue University developed in 1998 with the overarching goal of creating a culture of civic engagement by providing students with an opportunity to apply what they learn in the classroom to meet community needs, to learn from social service providers and agency clients, to read and discuss articles about civic engagement, and to reflect on their experiences through journaling. This paper describes the theoretical model of service-learning on which the course is based, as well as its structural features, then presents research on its impact on both students and social service agencies. Attention is focused on student responses to service-learning, student internship experiences, and both the intended and unintended outcomes of the course. On the basis of student and agency evaluations, recommendations are offered for improvements that might be incorporated into service-learning courses at other institutions.
Families and Communities Together (FACT) Coalition: Evolution of a University-Wide Engagement Model
Author: Booth, Cheryl N.
Date: 2003-00-00
Type: Journal Articles
Subjects: Models,School Community Relationship,School Community Programs,Partnerships in Education,College Programs,Educational Practices,Program Descriptions,Program Effectiveness,Change Strategies,Community Involvement,Community Role,Land Grant Universities

A university-wide coalition at Michigan State University called Families and Communities Together (FACT) offers a model for university-community engagement that is responsive to increasing public demand for relevance in higher education through a novel institutional arrangement that drives scholarship, catalyzes multidisciplinary collaboration, and addresses pressing social issues and community needs. In implementing this model, the coalition is working through challenges and issues related to effective community engagement, such as identifying new avenues for linking faculty and communities, supporting diverse outreach methods, addressing faculty rewards and incentives, maintaining long-term institutional commitment, and developing meaningful roles for communities that sustain their involvement. This article examines how the coalition is addressing these issues and offers our lessons learned from putting this engagement vision into practice.