Open Journals at the University of Georgia Libraries
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Understanding the Logic and Aims of Rutgers Future Scholars: A College Access Program Providing Hope and Opportunity to New Jersey
No full textThis article describes the Rutgers Future Scholars (RFS) program, established in 2007 to address the daunting challenges that hinder access to higher education for low-income, first-generation students. RFS spans 5 crucial years, offering academic and summer programming, mentorship, family support, and college tours. This comprehensive approach aims to enhance college readiness, identity development, social skills, academic achievement, and high school persistence, ultimately leading to college enrollment. RFS’s commitment to scholars is unwavering and aligns with restorative justice practices, emphasizing relationship-building and support over punitive measures. It serves as a beacon of hope for underserved communities. RFS seeks to create systemic changes within educational systems and empower students to overcome barriers to higher education by fostering partnerships, tailoring programs to unique contexts, and leveraging multisite locations. The article sheds light on the transformative potential of programs like RFS in reshaping the trajectories of underrepresented youth and expanding access to higher education
Embedding Community Engagement Within Indian Higher Education Institutions’ Functions: Insights on Community-Engaged Learning
No full textDespite the growing volume of global research on community engagement and its outcomes, studies emerging from the Global South, particularly India, are sparse. This article makes a valuable contribution toward enhancing a scholarly understanding of engagement in India by highlighting the findings made through a qualitative study at eight Indian higher education institutions (HEIs). This inquiry explored the diverse modalities of the embedment of community engagement (CE) within HEI functions (teaching, research, and service), transforming these functions into engaged scholarship and thus creating community-engaged learning (CEL) opportunities through the introduction of socially relevant courses, immersive pedagogies, coconstruction of new knowledge for community welfare, and social outreach interventions. The article draws on these insights to propose a conceptual model to guide global HEIs toward transforming conventional scholarship into engaged scholarship, thereby yielding key CEL outcomes and thus contributing to a simple but pragmatic understanding of international CEL
International Service-Learning, Volunteering Networks, and Social Justice Through the European Interuniversity FLY Program
No full textService-learning (SL) is pivotal for institutionalizing university– community engagement and achieving teaching and learning goals by addressing identified needs (Compare et al., 2023). This goal aligns with the European Commission’s (2017) Agenda for Higher Education, prioritizing community engagement. SL in international collaboration offers advantages: fostering intercultural growth, providing a “glocal” perspective, facilitating knowledge exchange, and promoting innovative SL pathways. This synergy addresses global challenges comprehensively (International Commission on the Futures of Education, 2021). This article introduces the European interuniversity volunteering and service-learning program FLY, coordinated by eight universities. FLY encourages students to experience global realities during summer breaks, fostering critical thinking about power dynamics and inequality. The program emphasizes reciprocity, diversity, and social justice. Our study, examining early impacts on students and community partners, promotes equality and reciprocity between universities, community partners, and students. It analyzes the benefits for participants and community partners in the FLY Program
A Framework for Time and Covariational Reasoning
No full textCovariational reasoning has emerged as a productive construct to characterize students’ mathematical development. Researchers have illustrated its importance for major middle, secondary, and undergraduate mathematical concepts including rate of change, accumulation, and modeling. Within this line of work, several researchers have indicated differences between experiential and conceptual time with respect to the covariational relationships students construct. I draw on this body of literature and return to Piaget’s perspective of time to provide a framework for the role of time in students’ (co)variational reasoning. The framework also clarifies the nature of the multiplicative objects underlying students’ (co)variational relationships. To illustrate the framework and capture its emergence from second-order models of students’ mathematics, I also describe the framework as it relates to students’ engagement in a task
Transformative Learning Through Sports Outreach: A Case Study for Sharing a University Student’s Community-Engaged Learning Experience
No full textThis article examines Noah, a sport management major and Honors student, who has worked in a supportive housing community for over 2 years. His journey started in a community-engaged learning (CEL) course and grew into an Honors project, focused on developing a sports outreach program to meet local needs. Using reflective practice and a case study approach, Noah’s contributions to the community are demonstrated, and the transformative effects of CEL on his personal and professional growth are highlighted. The findings showcase the long-term impact of CEL on students and underscore the value of integrating such projects into academic programs for both student development and community benefit
Resilient Personality or Financial Resilience Framework for Coping with Physical and Mental Health During the COVID-19 Pandemic
No full textCrises events such as the COVID-19 pandemic can have a profound impact on consumers’ financial, physical, and mental health. This study explores the role of two resilience frameworks, namely the financial resilience framework and the resilient personality, in coping with physical and mental health challenges during the pandemic. The financial resilience framework encompasses economic resources, access to financial resources, financial knowledge and behavior, and social capital, while the resilient personality focuses on cognitive flexibility and the ability to tolerate ambiguity. The study aims to investigate whether these frameworks act as complements or substitutes in promoting resilience. GLM ANOVA is employed in this research to examine the effects of financial resilience and a resilient personality on physical and mental health outcomes. Findings from this study indicate that both the financial resilience framework and resilient personality may contribute to one’s mental and physical health. However, the financial resilience framework is a stronger predictor of a positive self-assessment for both health factors than a resilient personality