Michigan journal of community service learning最新文献_第4页

Engaged Scholarship in Tenure and Promotion: Autoethnographic Insights from the Fault Lines of a Shifting Landscape 从事终身教职和晋升的学术研究:来自不断变化的景观断层线的自我民族志见解

Michigan journal of community service learning Pub Date : 2020-01-22 DOI: 10.3998/mjcsloa.3239521.0026.114

Nadine Changfoot, Peter Andrée, Charles Z. Levkoe, Michelle Nilson, M. Goemans

{"title":"Engaged Scholarship in Tenure and Promotion: Autoethnographic Insights from the Fault Lines of a Shifting Landscape","authors":"Nadine Changfoot, Peter Andrée, Charles Z. Levkoe, Michelle Nilson, M. Goemans","doi":"10.3998/mjcsloa.3239521.0026.114","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0026.114","url":null,"abstract":"Preand posttenure faculty face immense pressure to meet professional expectations and requirements from their colleagues and disciplines. Faculty involved in communitycampus engagement (CCE) for social change face additional demands to maintain relationships and continue their interventions. We present a collective autoethnography from a Canadian context reflecting on experiences as CCE faculty at various stages of tenure and promotion (T&P). We draw from our efforts working together on a panCanadian CCE research project, Community First: Impacts of Community Engagement (CFICE). From these experiences, we identify tensions within T&P processes and argue the need for highly contextualized narratives when faculty present their collaborative efforts, research processes with community partners, and community impact in their multiple faculty roles. From these kinds of narratives, the intraand interinstitutional gaps, connections and spaces become clearer, especially for tenured and increasingly senior faculty, to support culture change at the institutional level, thereby increasing the value and recognition of CCE.","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"74 1","pages":"239-263"},"PeriodicalIF":0.0,"publicationDate":"2020-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85714801","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}

引用次数: 5

Reviewers — Volume 26.1 评论者-卷26.1

Michigan journal of community service learning Pub Date : 2020-01-22 DOI: 10.3998/mjcsloa.3239521.0026.116

引用次数: 0

Special Section Introduction: Community Impacts of Engaged Research, Teaching, and Practice 专题介绍:参与研究、教学和实践对社区的影响

Michigan journal of community service learning Pub Date : 2020-01-22 DOI: 10.3998/mjcsloa.3239521.0026.104

Peter Andrée, Nadine Changfoot, Charles Z. Levkoe

引用次数: 1

A Model for Understanding the Processes, Characteristics, and the Community-valued Development Outcomes of Community-University Partnerships 理解社区-大学伙伴关系的过程、特征和社区价值发展成果的模型

Michigan journal of community service learning Pub Date : 2020-01-22 DOI: 10.3998/mjcsloa.3239521.0026.115

M. Sweatman, Alan Warner

{"title":"A Model for Understanding the Processes, Characteristics, and the Community-valued Development Outcomes of Community-University Partnerships","authors":"M. Sweatman, Alan Warner","doi":"10.3998/mjcsloa.3239521.0026.115","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0026.115","url":null,"abstract":"The research investigates the processes and characteristics of communityvalued undergraduate community servicelearning (CSL) initiatives that are housed within longterm communityuniversity partnerships (CUPs). Using a case study design, the study used indepth, semistructured interviews, document review, and observation to understand three CSL/CUPs within a small, liberal arts university in Atlantic Canada. In total, 54 interviews were conducted with individuals involved with the partnerships, including the community organization partners, staff/volunteers of the community organizations, community residents, students, faculty, and university administrators. Part of the analysis process involved cowriting the stories of each of the CSL/CUPs with the community organization partner and the faculty member partner from each CSL/CUP. From the three CSL/CUP stories and current literature, a conceptual model was developed. This model depicts the processes (development, cocreation, implementation, and care) and key characteristics (reciprocity, dialogue, and praxis) of longterm CUPs that are committed to a shared domain and communityvalued development outcomes.","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"73 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86405717","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}

引用次数: 4

Brokering Community-Based Research: Evaluating the Impacts of U-Links Centre for Community-Based Research on a Rural Canadian County 中介社区研究:评估U-Links中心对加拿大农村县社区研究的影响

Michigan journal of community service learning Pub Date : 2020-01-22 DOI: 10.3998/mjcsloa.3239521.0026.107

E. Amon, Stephen Hill, J. Blake, M. Gage

引用次数: 2

Attending to Conditions That Facilitate Intercultural Competence: A Reciprocal Service-learning Approach 关注促进跨文化能力的条件:互惠的服务学习方法

Michigan journal of community service learning Pub Date : 2020-01-22 DOI: 10.3998/mjcsloa.3239521.0026.102

Rachel M. B. Collopy, Sharon Tjaden-Glass, Novea A. McIntosh

{"title":"Attending to Conditions That Facilitate Intercultural Competence: A Reciprocal Service-learning Approach","authors":"Rachel M. B. Collopy, Sharon Tjaden-Glass, Novea A. McIntosh","doi":"10.3998/mjcsloa.3239521.0026.102","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0026.102","url":null,"abstract":"Although service- learning can support the development of intercultural competence, it has also maintained power differentials, reinforced privileged perspectives, and strengthened deficit thinking. Recent research has investigated the conditions within service- learning associated with positive change in diversity- related attitudes. We extend that work, conceptualizing a reciprocal service- learning (RSL) approach that integrates conditions posited by contact theory and the process model of intercultural competence into service-learning’s core features of reflection and reciprocity. In an RSL approach, transformational reciprocity at the participant level supports cultural awareness, interdependence, and parity between participant groups. We created an RSL experience and measured change in three attitudes fundamental to the development of intercultural competence with quantitative pre- and post- surveys. Results indicate that both participant groups— native English- speaking undergraduate students and international English language learners— experienced significant growth. This study responds to calls for quantitative pre- and post- research methods and the assessment of outcomes for all service- learning participants. Adolescent Young Adult pro gram and Academy in the and Health Her teaching and scholarship focus on culturally responsive pedagogy and formative assessment of diverse students. She presents at conferences and provides professional development to in- service and preservice teachers in areas of culturally responsive pedagogy, diversity, and assessment both nationally and internationally.","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"331 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80526075","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}

引用次数: 3

Questioning the Impact of Impact: Evaluating Community-Campus Engagement as Contextual, Relational, and Process Based 质疑影响的影响:评估基于情境、关系和过程的社区-校园参与

Michigan journal of community service learning Pub Date : 2020-01-22 DOI: 10.3998/mjcsloa.3239521.0026.113

Charles Z. Levkoe, Lauren Kepkiewicz

{"title":"Questioning the Impact of Impact: Evaluating Community-Campus Engagement as Contextual, Relational, and Process Based","authors":"Charles Z. Levkoe, Lauren Kepkiewicz","doi":"10.3998/mjcsloa.3239521.0026.113","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0026.113","url":null,"abstract":"As community- campus engagement (CCE) continues to gain momentum, impact has increasingly been evaluated through qualitative measurements rooted in community- based perspectives. However, for CCE to have meaningful impact, it must challenge dominant power structures and work to create equitable relationships. This article explores efforts to better understand and evaluate the impacts of CCE. Based in our research on 12 place- based CCE projects that aimed to support food sovereignty in Canada, the findings highlight how evaluating impact needs to be contextual, relational, and process- based with a focus on how CCE contributes to or hinders broader social change. Two additional themes supporting increased impact also emerged: the development of collaborative knowledge and actions; and, building networks of CCE communities of practice. The research also identified the limitations of evaluating CCE impact when mea surements are pre- determined, top down, and are not rooted in community needs and perspectives. While we believe that evaluating impact can be a meaningful and important process, it is necessary to challenge assumptions that measuring impact is always desirable or possible.","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"36 12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77258830","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}

引用次数: 3

Decolonial Experimentations in International Service Learning Research and Practice: Learnings from Mayan Indigenous Host Communities 国际服务学习研究与实践中的非殖民化实验:来自玛雅土著收容社区的学习

Michigan journal of community service learning Pub Date : 2020-01-22 DOI: 10.3998/mjcsloa.3239521.0026.109

Luke Heidebrecht, Geraldine Balzer

引用次数: 0

Accounting for Community Impact: Thinking Across the Spaces and Times of a Seven-year Pan-Canadian Community-based Research Project 考虑社区影响:跨空间和时间思考一个为期七年的泛加拿大社区研究项目

Michigan journal of community service learning Pub Date : 2020-01-22 DOI: 10.3998/mjcsloa.3239521.0026.111

D. Peacock, Peter Andrée, Charles Z. Levkoe, M. Goemans, Nadine Changfoot, Isabelle Kim

{"title":"Accounting for Community Impact: Thinking Across the Spaces and Times of a Seven-year Pan-Canadian Community-based Research Project","authors":"D. Peacock, Peter Andrée, Charles Z. Levkoe, M. Goemans, Nadine Changfoot, Isabelle Kim","doi":"10.3998/mjcsloa.3239521.0026.111","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0026.111","url":null,"abstract":"Governments and private funders are placing increasing demands on postsecondary institutions and community- based organizations to account for the impacts from their collaborative research and learning efforts. In this article, we explore how best to account for impacts arising from the Community First: Impacts of Community Engagement project (CFICE; 2012– 2019), a collaboration of over 30 postsecondary institutions and 60 community partners from across Canada. In doing so, we note the strengths and, in particular, the weaknesses of the theory of change rationalist approach to evaluation in tracking impacts favored by funders. Seeking a more thorough understanding of how community- campus engagement activities impact collaborators, we turn to the theories of David Harvey, Basil Bernstein, and Norman Fairclough for a deeper account of the space- times of social practices and of how social change actually occurred in three examples of CFICE activity. We argue that rationalist program planning and evaluation models with currency in community- campus engagement activities need supplementing with more nuanced and theoretical accounts of how community impacts and social change actually happen over time within complex and multi- scalar contexts. Such scholarship can better inform funding agendas that do not always seek to place communities first. sustainability measures within a local, large- scale residential infill development project. SLOE drew on the CFICE partnership to produce several tangible research outputs, including a multi- themed report on sustainability options for the site; an experts forum directed at the developer, municipal representatives, and neighborhood residents to discuss suggested approaches; and more specific documents outlining site planning and energy alternatives for the development.","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"44 7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75571875","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}

引用次数: 3

Community-Engaged Research as Enmeshed Practice 社区参与研究作为融入实践

Michigan journal of community service learning Pub Date : 2020-01-22 DOI: 10.3998/mjcsloa.3239521.0026.108

J. Bay, K. Swacha

引用次数: 5