From the Editor: JCES Receives ESC Sponsorship, Names Nick Sanyal Reviewer of the Year and First Associate Editor
This edition of the Journal of Community Engagement and Scholarship comes to you all following the 2013 Engaged Scholarship Consortium (ESC) Conference hosted by Texas Tech in Lubbock, Texas. The conference brought together engaged scholars from the United States and beyond with a strong international presence. After an excellent presentation to the ESC Board by Editorial Assistant Vicky Carter and Production Editor Ed Mullins, we are quite pleased to announce that the ESC Board voted to have JCES be an official journal of the ESC. In so doing the ESC provides some monetary support to the journal, but more importantly this partnership provides an endorsement of sorts for JCES. Given the relative newness of JCES to the field of engagement scholarship, this support by the ESC reinforces the significance of JCES in the scholarly world. We share this sponsorship with the University of Georgia’s Journal of Higher Education and Outreach, a long standing engagement scholarship journal
Nick Sanyal of the University of Idaho Named First Associate Editor of JCES and Reviewer of the Year
Editor Cassandra Simon has selected Nick Sanyal of the University of Idaho to be the first associate editor of the Journal of Community Engagement and Scholarship. and its first Reviewer of the Year. Sanyal will oversee editorial reviews in natural science, the environment, and community design and perform other duties as directed by the editor. “We are extremely pleased that Dr. Sanyal has agreed to be our first associate editor,” said Dr. Samory Pruitt, vice president of Community Affairs at the University of Alabama, vice president of the Engagement Scholarship Consortium, and publisher of JCES. “Nick has played a key role in the growth and scholarly reputation of the journal and this appointment is recognition of that role.” “A member of the Editorial Board since the journal’s inception, Nick has been one of our most loyal reviewers,” said Dr. Simon. “We are pleased he has agreed to accept this additional responsibility.”
Collaborating for Improved Delivery of Health Care Services in the Horse Racing Industry: A University Interdisciplinary Program
This research describes the collaboration between the University of Louisville School of Nursing, the Latin and Latino Studies Program, and the Kentucky Racing Health and Welfare Fund to provide low to no cost comprehensive health care services to the backside workers (behind the scenes) in the thoroughbred horse racing industry. An integral part of this program is the Latin American and Latino Studies (LALS) internship, which provides students the opportunity to fulfill their requirement while providing a much- needed service to the racing industry’s primarily Hispanic population. Students complete a semester-long internship that enables them to refine their translation/interpretation skills in Spanish while developing a broader understanding of the impact of cultural determinants of health. Students have reported the experience to be professionally and personally rewarding and have identified it as “life-changing.”
Revitalizing the First-Suburbs: The Importance of the Social Capital-Community Development Link in Suburban Neighborhood Revitalization —A Case Study
This article examines the link between social capital and community development. The purpose is to increase the understanding of social capital and its role and function in the neighborhood revitalization process within first-suburbs (also known as inner-ring suburbs). In doing so, it briefly outlines the challenges of the first-suburbs, in light of suburban decline. It also addresses the role and function of social capital as a community development tool within the first-suburbs. Finally, this piece provides case study examples describing the context in which first-suburban communities mobilize and use their social capital to implement community development initiatives, with the focus on the Greater Cincinnati region.
HIV/AIDS is increasingly common in the U.S. South, especially among young people. This article describes a sociology course on HIV/AIDS for college students at the University of Alabama that sought to increase HIV knowledge through instruction, service-learning activities, and community- based research. In the first half of the course, the students partnered with an AIDS service organization (ASO) for HIV outreach. In the second half of the course, the students conducted surveys on HIV- related knowledge and attitudes in the community. Three main conclusions emerged from teaching the course: (1) service-learning with community-based research on HIV/AIDS is feasible, (2) service-learning modules require careful planning, and (3) student engagement for HIV prevention is beneficial for advancing the principles of public sociology.
The Community Partnership for Ethical Research (CPER) was a multi-faceted research project designed to test a model of community engagement using a network of community partners called Community Advocates for Research (CARs). The goals of the project included developing systems to sustain and expand the CARs network. This article presents one facet of this project—a method of effectively and efficiently managing data about the CARs. User-friendly surveys and a database were designed for the management of these data. The web-based survey allows data capture in the community. Moreover, the web-based database tools facilitate centralized data collection and management that will contribute to the sustainability of the network of CARs beyond the initial grant that provided the funding for its development. This article describes the surveys and database and their utility for other institutions desiring to establish similar networks of community partners.
Service-learning continues to develop as an integral component of higher education curricula, with administrators embracing the positive impact that it can have on the communities involved. The higher education environment, however, has changed in recent years. The global economic downturn of 2007– 2008 decreased university endowments and has made funding more difficult to obtain and education more financially prohibitive. Simultaneously, an increased scrutiny of the value of a college education by the federal government, accrediting agencies, and the general public has driven institutions to focus efforts on learning outcomes. This investigative study of five universities with established SL programs is a first attempt to update SL theory and practice in light of the current academic climate. The results indicate that while the literature appears to maintain a general relevance, specific “twist” themes also emerged that might better describe SL administration in the second decade of the 21st century. Based on the literature, current publications engaging higher education trends, and study results, the researchers put forth a scholarly perspective they hope will create a context for SL in the future, spark conversations about the success of SL programs in the current environment, provide evidence that SL administration is continually evolving, and encourage additional work in this area.
Teaching undergraduate students the skills needed for macro community-based practice is often a daunting task. We introduce community-based action projects (CBAP) as a framework for teaching macro community-based work. CBAP integrates aspects of service-learning, action research, and core or- ganizing principles from the Midwest Academy Manual for Community Organizing. We discuss course design, strengths and limitations, and provide an example of a CBAP.
Communities in transition face traumatic change and seek to diversify their economies while continuing to maintain their ties to landscapes that define their heritage. This qualitative case study provides an understanding of community engagement in two transitional towns. Both communities are equally positive about the role of community engagement, but clear differences in the nature and effectiveness of community engagement between the two emerged. The citizens of one town consider their community to have navigated the waters of change. They emulate a bridging community—a diverse group of people with divergent ideas who look outward and toward the future. The second town is still trying to become a place of which residents are proud. They are hindered by the absence of an inspiring leader, the lack of vision, and an inability to communicate between disparate groups. They exemplify a bonding community, where focus inward.
Indigenous knowledge is local knowledge aggregated by communities over generations, reflecting many years of experimentation and innovation in all aspects of life. Unfortunately, positivist thinking has become the dominant epistemic culture within the academic and professional arenas and leads to the systematic marginalization of alternate ways of knowing, learning, and doing. Educating global- minded social problem-solvers necessitates bringing knowledge and perspectives of indigenous people with different epistemologies and philosophies of life into the classroom. Penn State has produced AcademIK Connections, a series of video clips that provide engaging stories about the importance of indigenous knowledge systems in developing entrepreneurial solutions to address community chal- lenges. The video clips feature stories by individuals that, collectively, represent decades of experience in engaging with indigenous communities. These individuals come from diverse disciplines and scholarly research traditions and are known to consciously and respectfully employ indigenous knowledge in their academic activities. This paper discusses the importance of integrating indigenous knowledge into the classroom and suggests that the video series can help transform the classroom into an engaging and intriguing smorgasbord of philosophies and epistemologies.
Al’s Pals is a school-based mentoring program with the purpose of developing and fostering positive relationships between mentors (college volunteers) and mentees (elementary students). Al’s Pals was developed in 2010 to meet two goals: 1) provide academic assistance and social development for at-risk elementary students and 2) encourage leadership development for college students through the potential for a) college mentors becoming student leaders, b) developing lesson plans, and c) leading enrichment activities (e.g., teaching Spanish, dance, music, and nutrition education to elementary students). The University of Alabama’s Division of Student Affairs and Ferguson Center Student Union embraced these goals, and in fall 2010, decided to house the Al’s Pals Program as a way to increase positive college student development while reaching out to the Tuscaloosa community.
Social reform movements in the United States have enjoyed a glorious past and a promising future of engaging people in attempts to solve social problems that they find most pressing. Community engagement scholars can look to the history of great American social reformers such as Jane Addams and Mary Richmond in addressing issues like poverty, immigration, children in need, and other social environmental issues (Morris, 2000; Wenocur & Reisch, 2001). More recently, social reformers in the Occupy Wall Street movements, the lesbian, gay, bisexual, transgender, and queer (LGBTQ) equality movements, immigration reform movements, and other human rights movements have caused a disruption of the status quo by calling into question inequities that are still very much apart of the American landscape. Americans have a great deal to learn about social change, and can look to models outside of the United States to learn about global social change movements that are making a real impact throughout the world.
In this book, edited by Paula Jones, David Selby, and Stephen Sterlin, scholars explore the pedagogical opportunities for teaching about sustainability education (SE) in different college- level disciplines. An SE framework advances the idea that teaching about resource preservation should also emphasize the needs of “all humans.” SE does not abandon the goal of preserving scenic areas like Yellowstone National Park (Solow, 1992); it merely introduces a focus of learning on how the present generation can meet its needs while not jeopardizing future generations’ ability to meet their needs (Anand & Sen, 2000). Nolet (2009), for example, writes that: [...]
In Becoming an Engaged Campus the authors contribute to an increasingly expansive literature that seeks to articulate what it means for higher education to be engaged with communities beyond campus in ways that transcend traditional paradigms of providing expertise to solve problems to provide services (for example, see Saltmarsh & Hartley, 2011). The authors note this reality at the onset: “Many books and articles have been written about public engagement: defining it, framing it, and extolling its benefits” (p. 1). The literature is replete with nuanced arguments as to why higher education can and should become more engaged, both for institutional and community-oriented purposes. To varying degrees on campuses across the United States, individuals, departments, colleges, and universities have embraced notions of being engaged. Yet this has often been more episodic than coherent. Engagement has emerged from pockets within institutions, but often it has not been at the center of institutional mission and practice.