Gateways-International Journal of Community Research and Engagement最新文献

{"title":"Transformative learning, tribal membership and cultural restoration: A case study of an embedded Native American service-learning project at a research university","authors":"B. Sykes, Joy Pendley, Z. Deacon","doi":"10.5130/IJCRE.V10I1.5334","DOIUrl":"https://doi.org/10.5130/IJCRE.V10I1.5334","url":null,"abstract":"This research examines the case of a service-learning project embedded within a CBPR-based Native American tribal nation and research university collaboration in the US. Transformative learning (TL) served as the theoretical framework by which we, the multidisciplinary research team, came to appreciate the significance of the tribal nation’s lived history and deep sense of cultural loss, as well as the social impact of the service-learning project. To date, the majority of research on transformative learning has focused on the individual. This research builds on the work of a growing cadre of TL theorists who consider the role of the collective in transformation. This is especially salient for community-focused research efforts that incorporate service-learning. In this case, we treat consciousness raising, observed through documents, direct observation and participant observation, as evidence of collective transformation. \u0000 \u0000Results indicate that the service-learning project served as a catalyst for tribal nation higher education students and tribal leaders to collectively engage in critical reflection. In doing so, both groups came to develop new, emergent views of tribal membership. Students, in particular, emerged with transformed world views and deepened cultural connections, while tribal leaders came to appreciate service-learning relative to tribal needs. We thus assert that service-learning can be a culturally appropriate, sustainable educational mechanism that has application across a wide range of Indigenous \u0000communities, thereby highlighting the instrumentality of this case. \u0000 \u0000The research also indicates how higher education institutions and fellow researchers oriented to CBPR may render more successful their future collaboration practices with historically marginalised communities. We advocate that service-learning be directed by the tribal nation or community in question. As such, the community’s lived experience and world view becomes the focal point of the partnership, thereby making it culturally relevant and broadening the views of other stakeholders.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"39 1","pages":"204–28-204–28"},"PeriodicalIF":0.7,"publicationDate":"2017-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81547824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Puentes UC A bridge between university and society","authors":"I. Irarrázaval, C. Tello, Gonzalo Valdivieso","doi":"10.5130/IJCRE.V10I1.5471","DOIUrl":"https://doi.org/10.5130/IJCRE.V10I1.5471","url":null,"abstract":"Universities have contributed to society in different ways. Public contributions constitute not only an opportunity to create public value in society, but also to strengthen the comprehensive education of students. The university's public contribution involves the creation of opportunities to link the available technical capacity with those real needs that can be adressed by the university. Puentes (meaning 'bridge') UC is a program at the Catholic University of Chile, created in 2002. It has established a succesful model to link the university with local government, allowing students to develop academic projects that address pressing public challenges, as well as develop useful products for local government management. The Puentes UC model of professional facilitation assists local governments to filter their demands, identifying those that present an appropriate opportunity for student involvement. Subsequently, Puentes UC invites students to develop projects which address these demands as part of their courses, internships or theses, and supports them during the execution of their projects. The program's management model works to ensure that local government receive useful technical proposals, and students benefit from a satisfying educational experience. To date, 2,747 projects have been carried out in 23 municipalities, with the participation of 17,504 students and more than 300 academics. The Puentes UC model, originally conceived of as a means to work with local governments near the university's campus, has been extended to rural municipalities in other regions of the country, and to new public institutions such as the G endarmer ia (Chile's penitentiary service). The potential of this linking model has thus been demonstrated, and can be applied in new realms of cooperation between the university and society. This article describes in detail the Puentes UC model, and its historical evolution. It then discusses outcomes and achievements, both for university and municipality, and provides some examples of completed projects. The final section analyses the most important learnings and challenges for the program.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"1 1","pages":"46-57"},"PeriodicalIF":0.7,"publicationDate":"2017-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86884630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Finding the community in sustainable online community engagement: Not-for-profit organisation websites, service-learning and research","authors":"A. Dodd","doi":"10.5130/IJCRE.V10I0.5278","DOIUrl":"https://doi.org/10.5130/IJCRE.V10I0.5278","url":null,"abstract":"This article explores the use of action research (2008–2014) based on a case study of the Sustainable Online Community Engagement (SOCE) Project, a service-learning project in which University of South Australia students build websites for not-for-profit (NFP) organisations, to demonstrate that effective teaching, public service and research are interdependent. A significant problem experienced in the SOCE project was that, despite some training and ongoing assistance, the community organisations reported that they found it difficult to make effective use of their websites. One of the proposed solutions was to develop an online community of the participating organisations that would be self-supporting, member-driven and collaborative, and enable the organisations to share information about web-based technology. The research reported here explored the usefulness of developing such an online community for the organisations involved and sought alternative ways to assist the organisations to maintain an effective and sustainable web presence. \u0000The research used a three-phase ethnographic action research approach. The first phase was a content analysis and review of the editing records of 135 organisational websites hosted by the SOCE project. The second phase was an online survey sent to 145 community organisation members responsible for the management of these websites, resulting in 48 responses. The third phase consisted of semi-structured, in-depth interviews with 18 of the website managers from 12 of these organisations. The research revealed the extent to which organisations were unable to manage their websites and found that the proposed solution of an online community would not be useful. More importantly, it suggested other useful strategies which have been implemented. In Furco’s (2010) model of the engaged campus, public engagement can be used to advance the public service, teaching and research components of higher education’s tripartite mission, but this requires a genuine and sustained process of listening to the community of which the institution is a part. The article argues that, with recent changes to government policy reducing funding to the community sector, an important role for universities is to engage with their communities in both teaching and research. Service-learning projects are often evaluated for learning and teaching outcomes and valued as aligning with university policy on community engagement, but there is potential to do more harm than good for community partners. The experience with the SOCE project demonstrates that effective community engagement must be based on research of what the community partners genuinely want and then assessed against those objectives. Research and community engagement should not be framed as mutually exclusive but understood as part of the same process.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"28 1","pages":"185-203"},"PeriodicalIF":0.7,"publicationDate":"2017-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82388331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Faculty perspectives on rewards and incentives for community-engaged work: A multinational exploratory study","authors":"T. Vuong, A. Rowe, Lorlene M. Hoyt, Carol A. Carrier","doi":"10.5130/IJCRE.V10I0.5268","DOIUrl":"https://doi.org/10.5130/IJCRE.V10I0.5268","url":null,"abstract":"Universities around the world are grappling with the challenge of how to best recognise and support community-engaged teaching, research and scholarship. The status quo reveals two major problems: many faculty members express the sentiment that such work is often discounted, and there is a dearth of available information on faculty perspectives at non-US, especially non-Western, institutions. Understanding faculty needs and perceptions may help institutions improve reward systems and community research and engagement. Also, filling the information gap between the Global North and Global South may help policy-makers and educators make higher education more civically engaged and socially responsible. As a global coalition of universities moving beyond the ivory tower, the Talloires Network (TN) is uniquely positioned to provide support for and conduct research on community-engaged work. To better understand engaged faculty attitudes about rewards and incentives, TN launched a pilot survey involving 14 institutions in 11 countries. All of these institutions are members of TN, an international association of 368 institutions in 77 countries committed to strengthening civic engagement. Thirty-eight respondents were chosen based on diverse recruiting requirements. This exploratory study highlights some common opinions about what kind of faculty work is encouraged; whether institutional policies regarding engaged work exist; and how community-engaged work is perceived by colleagues. More importantly, this study contributes to the design and administration of larger surveys on community-engaged work.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"1 1","pages":"249–64-249–64"},"PeriodicalIF":0.7,"publicationDate":"2017-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79899424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From community data to research archive: Partnering to increase and sustain capacity within a native organization","authors":"Janet Page-Reeves, A. Marin, M. Bleecker, Maurice L. Moffett, Kathy DeerInWater, Sarah EchoHawk, D. Medin","doi":"10.5130/IJCRE.V10I1.4947","DOIUrl":"https://doi.org/10.5130/IJCRE.V10I1.4947","url":null,"abstract":"Community engagement and participation in academic research is growing in popularity and acceptance. Communities are now routinely engaged and participate in academic research design, implementation and interpretation, but the capacity of communities to conduct their own research is not always a product of these engagement initiatives. This article describes a collaboration between an organisation that supports Native American participation in the fields of science, technology, engineering and mathematics (STEM) and university researchers to expand the organisation’s capacity to conduct research by creating a searchable database from their organisational records. We discuss how strategic design of a research collaboration can result in infrastructure development that contributes to community capacity.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"1 1","pages":"283–97-283–97"},"PeriodicalIF":0.7,"publicationDate":"2017-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88583423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editorial: The engaged university","authors":"Philip W. Nyden, P. Ashton, P. O’Loughlin","doi":"10.5130/IJCRE.V10I1.5533","DOIUrl":"https://doi.org/10.5130/IJCRE.V10I1.5533","url":null,"abstract":"Gateways has been a place where university researchers and community members join together to better understand the broad range of issues confronting communities across the globe, including academic communities. It is well positioned to promote a healthy debate among community members, researchers and policy-makers around scores of problems. We will continue to be a resource that is free to the thousands of our readers.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"38 1","pages":"1-7"},"PeriodicalIF":0.7,"publicationDate":"2017-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85361596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘Useful, usable and used’: Sustaining an Australian model of cross-faculty service learning by concentrating on shared value creation","authors":"Lisa Andersen","doi":"10.5130/IJCRE.V10I0.5574","DOIUrl":"https://doi.org/10.5130/IJCRE.V10I0.5574","url":null,"abstract":"In recent decades, partnerships between community-based organisations and universities through service-learning programs have proliferated, reflected in an equally energetic growth in the research literature on process, evaluation, benefits and lessons learned. As an example of student experiential education through community engagement, service learning’s potential to contribute to students, community partners and the university is well recognised, although the research has tended to focus on benefits to students rather than the value in engagement for the community sector. UTS Shopfront Community Program is a cross-university initiative that has successfully facilitated curricular service learning in multiple disciplines for 20 years at an Australian university, leading to the completion of more than 1000 community projects. In examining this program, this article aims to describe both a sustainable, generative partnership model for creating shared value and, through analysis of 10 years of evaluation data, define what value is created for community partners and students through this project work. Key components in enabling a shared-value approach include: community-initiated projects based on need; a dedicated cross-university program and an assigned project coordinator; the engagement of faculty expertise through students with developed skills in appropriately structured courses; and community ownership of outcomes. Ongoing challenges include: scoping ‘student-ready’ briefs; managing risk, commitment and workload; designing coursework structures to deliver shared value; and achieving the ‘Holy Grail’ of transdisciplinarity.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"181 1","pages":"58-77"},"PeriodicalIF":0.7,"publicationDate":"2017-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74982444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning and service at the University of Buenos Aires: A theoretical framework guiding the implementation of educational social practices","authors":"Oscar García, R. Hallu","doi":"10.5130/IJCRE.V10I1.5532","DOIUrl":"https://doi.org/10.5130/IJCRE.V10I1.5532","url":null,"abstract":"From 2017 onwards, educational social practices will become obligatory for all students as part of every course at the University of Buenos Aires (UBA), Argentina. For a university with approximately 300 000 students, this is a major change in how higher education is understood. However, its incorporation into the curricula is but the final stage of a clear policy of extension , developed over decades at UBA, in which the knowledge produced through research and teaching is put into the service of society. In this article, we propose that extension can be understood as a form of relationship between the university and society, framed by a pedagogical strategy of solidarity learning and service, and implemented through mechanisms that are here called ‘educational social practices’. This article first provides an overview of the different traditions of learning and service, paying particular attention to its development in Latin America, and the emergence in this region of ‘solidarity learning and service’, or situated education. Unlike other forms of learning and service, here, the basic unit of analysis is not the individual or the learning processes, but the reciprocal action; that is, the relational nature of people acting in certain contexts. Next, the article provides a short description of the Comprehensive Community Action Program in Vulnerable Neighborhoods, UBA’s MacJannet Prize–winning program, as a means to illustrate our distinct understanding of extension in action – relational, situational, pedagogical and the mechanisms that propel it. This successful program has served as a fertile learning ground for the university, informing our understanding of what it means to teach, research and learn. To finish, the article provides a brief overview of these mechanisms by which the university has made whole-of-university participation mandatory: striving towards connectivity, continuity and curricular and social impact.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"42 1","pages":"33-45"},"PeriodicalIF":0.7,"publicationDate":"2017-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85279749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Power and politics in research design and practice: Opening up space for social equity in interdisciplinary, multi-jurisdictional and community-based research","authors":"V. Gagnon, H. Gorman, E. Norman","doi":"10.5130/IJCRE.V10I1.5307","DOIUrl":"https://doi.org/10.5130/IJCRE.V10I1.5307","url":null,"abstract":"Working collaboratively with communities is commonly considered a cornerstone of good practice in research involving social-ecological concerns. Increasingly, funding agencies also recognise that such collaborations are most productive when community partners have some influence on the design and implementation of the projects that benefit from their participation. However, researchers engaged with this work often struggle to actively engage community members in this way and, in particular, Indigenous peoples. In this article, we argue that useful strategies for facilitating such engagement are to leave space in the research plan for questions of interest to community partners and to encourage equitable interactions between all participants through the use of forums in which power dynamics are intentionally flattened. We demonstrate the use of this technique in an interdisciplinary, multi-jurisdictional research study involving the fate and transport of toxic compounds that lead to fish consumption advisories throughout the world. In this project, the use of participatory forums resulted in community partners in Michigan’s Keweenaw Bay area of Lake Superior shaping a key aspect of the research by raising the simple but significant question: ‘When can we eat the fish?’. Their interest in this question also helped to ensure that they would remain meaningful partners throughout the duration of the project. The conclusion emphasises that further integration of Indigenous and community-based research methods has the potential to significantly enhance the process and value of university-community research engagement in the future.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"19 1","pages":"164–84-164–84"},"PeriodicalIF":0.7,"publicationDate":"2017-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85755778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"University vinculación: A two-way strategy for sustainable development and academic relevance","authors":"Rebeca Hernández Arámburo, Hector González, Alicia Ceja Rivas","doi":"10.5130/IJCRE.V10I0.5480","DOIUrl":"https://doi.org/10.5130/IJCRE.V10I0.5480","url":null,"abstract":"The public university of the twenty-first century is faced with numerous pressing issues, but none greater than the need to promote social transformation through sustainable development. The authors of this article understand sustainable development as that which brings us closer to a comprehensive social order in which humanity has the challenge of viewing reality in all its complexity, but acting simply in order to solve the socio-environmental problems we suffer. In this article, we ask the following questions: What is the university’s role within complex social structures? How can it produce a vinculacion, or two-way interaction, between university and the wider environment that contributes towards sustainable development? Put most simply, where does the university fit in? This article discusses the project of the Universidad Veracruzana: that is, the establishment of a university-wide vinculacion or strategic process for attending to society’s needs and problems, via the deliberate inclusion of formal processes into the university’s substantive functions of teaching, research, outreach and cultural diffusion. Furthermore, these processes include feedback mechanisms that impact on the university’s work. Over many years of engagement, the Universidad Veracruzana has built a very particular vision of the way in which a process can be organized in order to respond to the challenge of social transformation. The subsequent systematization of this experience has led to the development of the University Social Action Model, which is a strategy to clarify the social commitment of the university based on four levels of support: altruism, assistance, advice, and the promotion of self-management for social transformation. This article provides detail on how the model works in practice, as evidenced by the award-winning work of the University Brigades and Casas UV. The ultimate goal of this model is to help shift the role of the university from that of an autocratic leader to a companion for the creation of possibilities for social development. In the end, that is the answer to the question: where does the university fit in?","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"11 1","pages":"14-32"},"PeriodicalIF":0.7,"publicationDate":"2017-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75532756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}