It is my pleasure to have this opportunity to return to the editor’s page and share my thoughts with the engagement scholarship community. Many of you may have observed that Associate Editor Dr. Nick Sanyal provided the last editorial comments, as I was unable to do so due to a family emergency that took me away from JCES for about four months. My sincere appreciation is extended to Dr. Sanyal, editorial assistant Vicky Carter, and the rest of the JCES team who stepped in and provided leadership for JCES, making sure it met its production schedule. Being home for an extended period of time in the neighborhood in which I grew up (a neighborhood many would consider less than desirable, but will always be home) deeply affected me in relationship to civic engagement, community engagement, and engagement scholarship. I was starkly reminded of the personal impact of societal disparities on individuals’ quality and longevity of life and how these disparities connect to the well-being of families and communities.
How can universities organize their international community engagement to optimize both student learning and community impact? This article describes the St. Thomas University/Port-de-Paix, Haiti, Global Solidarity Partnership, and provides one model of how a project-focused scaffolding of engaged scholarship opportunities can enhance student learning, empower local communities, and support long-term development.
“We Know We Are Doing Something Good, But What Is It?”: The Challenge of Negotiating Between Service Delivery and Research in a CBPR Project
Engaging communities throughout the research process and responding to community priorities results in constant negotiation between service and research. Community-based participatory research has well established principles intended to guide both the process and goals of research with community. The authors contribute to the body of literature that speaks to the challenge of achieving CBPR ideals amidst the complexity of community realities. When university-based research is aligned with community-based service delivery, at least three sets of expectations must be balanced – those of the community, the university, and the funding agency. The complexity of achieving balance between the ideal and the reality of CBPR, and balance between service delivery and research, were explored using a cyclical process of debriefs throughout the delivery of a youth life skills program with Métis Settlements in Alberta. The value of the process and lessons learned are presented.
Community partnerships have the potential to empower and arm students with the tools to positively engage with all members of society. In this study, the author explores how race and class shaped students’ experiences with community-based research. Participants included 44 social science majors enrolled in an undergraduate research methods course. Students partnered with two community non-profits that served socioeconomically and ethnically distinct communities. Findings suggest that although students expressed varying levels of early resistance toward each partnership, they gained a raised awareness of their feelings toward and their unconscious reactions to race and class and began to work through initial resistance.
Civic engagement can be a tension for universities as they attempt to navigate their many roles (Fisher, Fabricant, & Simons, 2004) and address contextual factors, including partnership process and stakeholder groups, which influence the outcome of the partnership and require particular attention at the outset of the partnership.
The Carnegie Foundation’s elective Community Engagement classification is valuable for colleges and universities seeking to demonstrate a mutually beneficial relationship with the community. This study uses logistic regression analysis to identify predictive institutional characteristics for applying for and receiving the Community Engagement classification. The findings suggest that publicly available institutional financial variables are not predictive of an institution applying for and receiving the classification.
The bulk of research on service learning has focused on student outcomes; however, there is a scarcity of research examining the lived experiences of community partners. Additionally, the few studies that exist to date involve agencies and have not included informal networks and civically active citizens. This study consisted of interviews with nine community partners, a combination of agency employees, and active citizens. All of the partners resided in a rural Southern town that worked with a network of service-learning classes on a variety of community-identified projects. The current study supports the contribution of service learning to communities, the importance of investing in reciprocal relationships, and the value added of including community partners who are members of informal networks and civically active residents. Recommendations for further research and strategies to support reciprocal and meaningful community engagement are discussed.
Planting the Seeds for Change: A Case Study from York University’s Knowledge Mobilization Graduate Student Internship Program
This practice-based article describes the academic and non-academic outputs and outcomes of community-academic research collaboration. The collaboration began with a university-sponsored knowledge mobilication internship. A doctoral student spent four months as a knowledge mobilization intern with a youth shelter. With additional funding, the internship evolved into a multi-year collaboration that positively influenced employment opportunities for local youth workers, the shelter’s economic stability and reputation in the local community, young people’s sustained transitions out of the shelter, and academic growth and development on the part of the doctoral student.
In 2009, we went to a remote Tanzanian island to lead a program for adolescent girls. The purpose of the program was to educate girls on their rights and provide them with support in overcoming many of the disparities they face. Theatre of the Oppressed (Boal, 1979), one tool used, was adapted to fit the girls’ needs. It proved to be useful across cultural and language barriers. Programs such as this that empower girls to value themselves and discover solutions to challenges is one way to begin bringing gender equality to the community level. Herein, we discuss the program and lessons learned as graduate students from the West working in a developing country.
As first year Master of Social Work students, we were introduced to community engagement through our Communities and Organizations practice course. Our class participated in the Mayerson Student Philanthropy Project (MSPP), housed at Northern Kentucky University. We focused on a local community, and ultimately awarded $4,000 to nonprofit agencies serving that community.
A sawmiller, veteran, and father from Pickens County, Alabama, Lester Potts was a practical man grounded in his faith and love for his family. But the handiness and helpfulness that had been the hallmark of his persona began to diminish with the onset of Alzheimer’s disease at age 70. In the midst of his cognitive impairment and physical debilitation, Lester was losing elements of personal autonomy and sense of self. Because of his condition it was suggested to his family that he visit Caring Days, an adult daycare center specializing in artistic therapies. Lester was reluctant to do so and was only acquiesced into a visit under the impression he would be performing manual labor. And then, Lester Potts began to paint.
Advancing Intercultural Understanding and Personal Development Outcomes Through Service-Learning: Insights from an International Student
Knowledge, experience, and reflection are mutually dependent and interconnected. The things people do comprise their experiences which then become the source of their knowledge. Unless people reflect on their experiences, they are less likely to learn from them (McCarthy, 2003). With this in mind, this essay is a critical reflection account of my experience in a service-learning course I took as a graduate student in a U.S research-based university. The essay is organized into four main sections. The first provides an operational definition of service learning and briefly discusses past research pertaining to the effects of this pedagogy on student service-learners. The second describes my experience, introducing the goal, nature, and structure of the service-learning course. The third highlights my engagement in the service-learning experience, providing examples of the course activities. The final section of the essay discusses the significance of this service-learning experience, elaborating on some academic, social, and personal gains.