Open Journals at the University of Georgia Libraries
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From Margins to Mainstream: Strategies for Integrating Community-Engaged Learning Into Higher Education
No full textIn the face of troubling public sentiment regarding the usefulness of college, this article shares a model for incorporating intentional and sustainable community-engaged learning (CEL) into the curriculum through a yearlong professional development faculty fellowship program. The authors share their experiences moving through the training, development, and implementation of their CEL courses as members of the inaugural cohort of the Tidewater Faculty Fellows program at Christopher Newport University. Drawing evidence from postfellowship critical reflection data, we (the authors) share our challenging and transformative experiences with integrating community engagement into the curriculum at a regional public liberal arts and sciences university in southeastern Virginia. Ultimately, we argue that community-engaged learning—as a curricular and extracurricular activity—is an ethical and viable strategy for demonstrating the value of the university to not only its graduates, but also the community where it is situated
The Symbiotic Relationship Between Grant Writing and Community-Engaged Scholarship
No full textWhen integrated effectively, community engagement principles can enhance capacity and broaden impacts for community-engaged scholars seeking and writing grants. Viewed through the lens of a participatory framework that emphasizes the importance of mutual recognition, humility, and relationship-building in community-driven work, a grant development process that advocates for early and intentional community partner engagement, highlighting the benefits of cocreating solutions and building trust, begins to address concerns of historically extractive research and resulting mistrust toward higher education institutions, particularly among vulnerable communities. Although this approach requires greater intentionality, time, and even systemic changes at the institutional level, the authors propose that community-engaged grant writing can be ethical, beneficial, and conducive to genuine community impact, challenging traditional academic structures and promoting collaborative, reciprocal relationships between scholars, practitioners, and community partners
Authoring Civic Identities in Figured Worlds: A Case Study of a Curricular Community Engagement Program
No full textCivic identity is of scholarly import given ongoing investments in community engagement in higher education. Despite extensive scholarship, gaps remain in our understanding of students’ civic identity development. This case study explicates the ways in which a curricular community engagement program influenced the development of baccalaureate students’ civic identity. Leveraging theoretical borderlands (Abes, 2009), and bringing to bear two theories in identity development—self-authorship (Baxter Magolda, 1999) and figured worlds (Holland et al., 1998)—the study offers a new perspective about the impact of curricular community engagement in shaping students’ civic identity. Findings revealed that early experiences influenced students’ college choices and subsequent civic work in college. Furthermore, curricular community engagement played a critical role in the evolution of students’ identities as civic agents and engaged citizens, highlighting that such experiences are crucial to fulfilling the civic mission of higher education institutions. Findings have important implications for pedagogy, policy, and praxis
Why I Won\u27t Teach Mathematics for Social Justice (Even though I Want to)
No full textThis paper reports on a research study in which seven New York City high school mathematics teachers participated in a professional development opportunity around the teaching of mathematics for social justice. The teachers saw value in teaching math for social justice and were philosophically aligned with the pedagogy. Despite this and despite recognizing various benefits of its use, they all indicated that going forward they would implement the pedagogy infrequently if at all. This paper explores the reasons the teachers gave for why they would not implement the pedagogy fully as it explores barriers to teacher implementation of teaching mathematics for social justice
Crypto Investment: The Role of Investment Motivations, Investment Confidence, and Risk Perceptions
No full textIn an era of increasing interest in cryptocurrency, this research delves into the psychological and behavioral factors influencing cryptocurrency investment and future cryptocurrency investment intentions. Analyzing data from the 2021 National Financial Capability Study and the Investor Survey, the study employs two logistic regression models to investigate the effects of investment motivations, risk perceptions, and investing confidence on cryptocurrency investments in a sample of 1,653 American investors. The findings revealed that motivations and investment confidence positively correlate to the choice to engage in cryptocurrency investments and the propensity for future investments. The risk perception of cryptocurrencies acts as a barrier, discouraging current investment behavior and future investment intentions in this class of assets. The integration of psychological factors into the examination of cryptocurrency investment has two important implications: 1) it enhances the accuracy of investor profiling, and 2) it heightens the awareness of motivational factors, enabling financial advisors and planners to provide personalized guidance that addresses the cognitive and emotional motivations associated with investing in a market as volatile as cryptocurrency
An Investigation of the Relationship between Gender and Investor Behavior During the 2022 Market Meltdown
No full textThis study used primary data collected during October 2022 from 2,119 U.S. retail investors to investigate how individuals were coping with the declining stock market and rising inflation. Using a path analysis, this study sought to explain the relationships between gender, financial stress, investment overconfidence, and trading behavior. First, a positive relationship was found between males and moving from stocks and bonds to cash. Next, the results indicated that females were more likely to have experienced financial stress and males were more likely to have displayed investment overconfidence. Both financial stress and investment overconfidence were positively related to moving from stocks and bonds to cash. The indirect effects of financial stress and investment overconfidence, however, were small and only partially mediated the relationship between gender and trading behavior.
Kisker, C. B. (2021). Creating Entrepreneurial Community Colleges: A Design Thinking Approach. Harvard University Press. 280 pp.
Full text linkA review of Kisker, C. B. (2021). Creating Entrepreneurial Community Colleges: A Design Thinking Approach. Harvard University Press. 280 pp
D’Ignazio, C., & Klein, L. F. (2020). Data feminism. MIT Press. 328 pp.
No full textA review of D’Ignazio, C., & Klein, L. F. (2020). Data feminism. MIT Press. 328 pp