Content with Topics : Engaged Scholarship

Anti-Racism and Community Engagement Knowledge Hub

Curated by: Campus Compact This knowledge hub includes up-to-date reading and resources relevant to anti-racism work in higher education community engagement. To add a resource to the collection, please contact clayton.hurd@compact.org.  Articles/books on Race, Anti-Racism, and Community Engagement Becker, S., & Paul, C. (2015). “It didn’t seem like race mattered”: Exploring the implications of service-learning pedagogy for reproducing or challenging color-blind racism. Teaching Sociology 43(3), 184–200. https://doi.org/10.1177/0092055X15587987  Bocci, M. (2015). Service-learning and white normativity: Racial representation in service-learning’s historical narrative. Michigan Journal of Community Service Learning 22(1), 5-17.  Brewster, K. R. (2019). Transformative and transformed: Examining the critical potential of…

Rethinking Accessibility through a Summer Internship in Computational Linguistics

By Caroline Gihlstorf This is the fourteenth in a series of blog posts by participants in the 2019 ACLS Digital Extension Grant project “Ticha: advancing community-engaged digital scholarship” (PI Lillehaugen) published with the Community-based Global Learning Collaborative and the Ticha Project. Previous blog posts are available here: (1) Lillehaugen/January 2020; (2) Flores-Marical/February 2020; (3) Kawan-Hemler/March 2020; (4) Lopez/July 2020; (5) Kadlecek/1 August 2020; (6) García Guzmán/15 August 2020; (7) Park/September 2020; (8) Zarafonetis/October 2020, (9) J. Lopez/Nov 2020, (10) Velasco Vasquez/February 2021, (11) Lillehaugen/March 2021, (12) Plumb/April 2021, (13) Molina/August 2021. I’m a student at Haverford College studying Computer Science…

Guidelines for community based research

This monograph, prepared originally in 2007 and updated in 2021, offers advice for both community-based and campus-based people who wish to form partnerships for collaborative, community-based research (CBR). It was developed by university and community representatives who have engaged in CBR, many of whom are members of University Neighborhood Partners’ (UNP) Community Research Collaborative and addresses four basic questions: what is the UNP and what is its role in CBR?; what does the University of Utah require of faculty or student research projects?; what additional processes and principles make community based research mutually beneficial?; and how can partners think through…

Key Competencies in Supporting Engaged Faculty Development

Supporting Engaged Faculty Development Campus Compact defines key competencies in the Supporting Engaged Faculty Development area as the knowledge, skills, and critical commitments that must be mobilized by community engagement professionals to support and facilitate professional development in community engaged learning and research. Download PDF of Supporting Engaged Faculty Development Competencies  Key Competencies 1. Understanding the context of faculty work Able to identify and assess various faculty members’ ranks and institutional roles and responsibilities (e.g., teaching staff, clinical faculty, adjunct lecturers, tenure-track) in order to develop customized professional development experiences to fit their needs Able to identify and assess faculty…

Key Competencies in Engaged Research

Engaged Research Campus Compact defines key competencies in Engaged Research as the knowledge, skills, and critical commitments that must be mobilized by community engagement professionals to engage in ethical and reciprocal research with communities. Download PDF of Engaged Research Competencies Key Competencies 1. Understanding of concepts and frameworks of community engagement and community-engaged research Knowledge of the histories and basic literatures of community-based (participatory) research and community engaged scholarship (CES), more broadly 2. Knowledge of and skills in applying the principles of community-based research in theory and practice Familiarity with the guiding principles, theoretical frameworks, models and methods of planning,…

Key Readings in Engaged Research

Updated July 2021 Framing Literature Andrews, J.O., Cox, M.J., Newman, S.D., & Meadows, O. (2011). Development and evaluation of a toolkit to assess partnership readiness for community-based participatory research. Progress in Community Health Partnerships: Research, Education, and Action, 5(2), 183-188. Beckman, M. & J. F. Long (2016). Community-Based Research: Teaching for Community Impact. Sterling, VA: Stylus. Beckman, M., Penney, N., & Cockburn, B. (2011). Maximizing the impact of community-based research. Journal of Higher Education Outreach and Engagement, 15(2), 83-103. Campus Community Partnerships for Health. Community-based Participatory Research. Accessed at https://depts.washington.edu/ccph/commbas.html on December 12, 2019. Campus Compact. What is Community Engaged Scholarship?  Campus Compact’s…

Engaged Research Knowledge Hub

This resource area provides information about the principles, methods, and practices for engaging in ethical and reciprocal research with communities Please use the menu to access a vetted list of suggested readings, as well as other useful resources, on methods and principles for engaging in ethical and reciprocal research with communities. In addition, we encourage you to explore Campus Compact’s internal resource database. To suggest additional resources to include in this knowledge hub, please email Clayton Hurd at churd@compact.org. Suggested Readings in Engaged Research Earn a Credential in Engaged Research

Key Readings and Resources

Updated May 2020 (articles with an asterisk may be of particular interest to community colleges) Armer, T.; McCoy, K.; Verrett, B.; Williams, A.; Menson, K.; and Lima, M. (2020)”Telling Our Stories Together: How Universities and Community Partners Co-create Engaged Scholarship.” Journal of Community Engagement and Scholarship: 13(1).   Berkey, B., Eddins, E., Green, P. M., & Meixner, C. (2018). Reconceptualizing Faculty Development in Service-Learning/Community Engagement: Exploring Intersections, Frameworks, and Models of Practice. Bloomfield: Stylus Publishing, LLC. Blanchard, L.W., Hanssmann, C., Strauss, R.P., Belliard, J., Krichbaum, C., Waters E., and Seifer, S. (2009). “Models for Faculty Development: What Does It Take to…

Engaged Faculty Development Knowledge Hub

This resource area provides information on how to support and facilitate professional development related to community-engaged learning and research. Please use the menu to access a vetted list of suggested readings on how to support faculty development related to community-engaged teaching and research as well as other useful resources and web links. In addition, we encourage you to explore Campus Compact’s internal resource database. To suggest additional resources to include in this knowledge hub, please email Clayton Hurd at churd@compact.org. Key Readings on Engaged Faculty Development Earn a micro-credential in Supporting Engaged Faculty Development

Community Partnership for Global Learning and Human Rights: May 14 – 16, University of Dayton

testThe University of Dayton invites you to attend the Inaugural Midwest Summer Institute – Community Partnership for Global Learning and Human Rights – from 1pm on May 14 to 1pm on May 16, 2019. The Institute will be held on UD’s campus at Emerson’s Helix Innovation Center. Collaborating with globalsl (globalsl.org), a multi-institutional hub supporting ethical global learning and community campus partnerships, the Institute will bring around 50 people together as members of a learning community dedicated to continuously improving community and student outcomes through community-campus partnerships for ethical global learning — domestically and internationally. For two and a half days, participants…

University of South Florida Guidelines for Tenure and Promotion

This revision of the USF T&P Guidelines necessitates that each unit (college, department) consider how to incorporate community engagement and community engaged scholarship into their unit-specific T&P guidelines. Incorporation of community engagement into T&P guidelines requires changes in language in the documents and, most importantly, changes in practice as T&P applicants submit their portfolios that may include community engaged activities in the areas of teaching, research, creative activities, and service, and as peer review committees evaluate such portfolios. University of South Florida Guidelines for Tenure and Promotion (2014). FULL TEXT

GSL 6: Scholarships for Community Organization Reps & Incentives for Community-Campus Team Participation

Community Partner Scholarships and Community-Campus Team Participation Incentives at the 6th GSL Summit, Clemson University, November 3 – 5, 2019  The Globalsl Network will again offer summit registration scholarships for community partner organizations. We are working with our host institution partners at Clemson University to determine the total number of available scholarships. Please Save the Date, and start assembling your team. In addition to this standing commitment to increase diversity of perspectives at the Summit, the network is also altering incentives for Sponsor Institutions to encourage partner participation. Historically, Globalsl Network Sponsors have received five free Summit registrations. For the…

Exercise and Civic Engagement: 2 Podcasts that Deepen Thinking on Our Commitments to One Another

Eric Hartman, Haverford College & globalsl  Like many folks in professional roles, I often sit at a desk – yet I want to stay in shape. In November I upped my jogging and walking efforts in a monthly Fitbit competition that I have so far lost throughout the year. Several of the outcomes were wonderful: it forced me to identify meetings and calls that can be taken while walking (not all, but many); it got me outside more often with family members; and even though I moved in silence for several of those early morning hours, it led me through extended…

Building Engaged Departments

Initial curators: Kevin Kecskes, Portland State University Introduction To build and strengthen our communities as well as reinvigorate student learning to serve a public purpose, we must focus on engaging departments. There are two components of this: (a) establishing common goals within the department, and (b) effectively communicating these goals and the purpose of these goals with students and community partners. Key resources A) ARTICLES AND PUBLICATIONS Kecskes, K., Sumner, R., Elliot, E. & Ackerman, A. (2016). A year-long journey in the orchard: Growing community amid the brambles, in Wortham-Gavin, B. D., Allen, J., and Sherman, J., (Eds.) Sustainable solutions: Let knowledge…

Faculty Reward Structures and Engaged Scholarship Issue: Metropolitan Universities Journal

Entitled Recognizing Engaged Scholarship in Faculty Reward Structures: Challenges and Priorities, Vol. 27.2 of Metropolitian Universities published by the Coalition of Urban and Metropolitan Universities (CUMU) focuses on practical and diverse approaches to the challenge of integrating engaged scholarship into academic culture and policies.  The articles offer replicable examples of recognizing community-based work at the school, campus and system level and from a variety of urban and metropolitan institutions. As the academic workforce continues to evolve through the introduction of a growing new generation of scholars, every academic institution will need to consider how policies align with changing cultural values and scholarly…

Realizing Place-Based Strategies (Institute 1 – Princeton)

Steve Dubb, Senior Fellow at the Democracy Collaborative shared this presentation on place-based strategy at the Civic Action Planning Institute in Princeton, NJ.

Multi-Year Community Engaged Programs for Students,

This reporting assignment was undertaken to describe a range of exemplary, independently managed, multi-year community engaged programs for students. Given that each program that we focus on was developed independent of one another, with its own distinctive name, origin story and characteristics, we felt it important to document the breadth of innovative practices being used to develop engaged citizens and scholars. It is the rm belief of the authors that these types of programs can and should be considered deeply by other institutions of higher education wishing to create a distinctive and engaged educational experience that will help students stand…

Posing as a Doctor is Illegal…unless you go to the “Developing World”.

Originally published as an Op-Ed on Feb. 25th 2016 in the Orlando Sentinel, this longer piece provides additional information and links to relevant articles that may be of interest. Noelle Sullivan  On February 18th, 2016, 18-year old Malachi Love-Robinson was arrested for “Posing as a Doctor” in Palm Beach. Practicing medicine without a license is a third-degree felony in Florida. Yet, were Mr. Love-Robinson to fly to Tanzania, Cambodia, Bolivia, Honduras, Senegal, Nepal or any other so-called “developing country”, not only would he be able to practice medicine without a license…his actions would be celebrated. An expanding and highly lucrative…

CAMPUS COMPACT PRESIDENTIAL ESSAY IN JHEOE

Through Campus Compact’s partnership with the Journal of Higher Education Outreach and Engagement, we are able to highlight the voice of our member presidents. Journal of Higher Education Outreach and Engagement has recently published volume 20(2), June 2016 which features President of Middlesex Community College Anna Wasescha. It is found here, where full-text articles can be accessed subscription free. CAMPUS COMPACT PRESIDENTIAL ESSAY The Meaning of a Compact Anna Wasecha  pp. 7-22