Open Journals at the University of Georgia Libraries
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The Interlocking Roles of Campus Security and Redevelopment in University-Driven Neighborhood Change: A Case Study of the University of Pennsylvania
No full textWhy are many urban universities’ relationships with their surrounding communities fraught despite university efforts at community engagement? Relationships between the factors underlying university-driven neighborhood change remain largely unexplored. In this article, I take the University of Pennsylvania (Penn) as a case study and examine the relationship between campus security on the one hand and university-related redevelopment projects in Penn’s West Philadelphia neighborhood on the other. I ask what this relationship can reveal about how university-driven neighborhood change operates and why Penn’s relationship with its community is persistently tense. I organize my data into two case studies and argue that campus safety and redevelopment have long worked hand-in-hand to securitize campus by creating and reinforcing private zones of exclusivity. Not only have crime and resulting security measures played a key role in driving redevelopment projects, but recently, redevelopment itself has further begun to serve as a form of securitization
Investigating the Long-Term Impacts of “Place-Rich” Community-Based Learning Experiences on University Students
No full textThis study aimed to develop a deeper understanding of the long-term impacts of place-rich community-based learning on university students. This study was informed by transformative learning theory, which recognizes how learning experiences that expand the learner’s worldview help develop autonomous thinking. A mixed-methods approach was used to explore the perspectives of graduates who participated in immersive community-based learning (CBL) experiences. Graduates from two programs at the University of Prince Edward Island between 2004 and 2017 completed the Civic-Minded Professional scale online. A subset of respondents were invited to participate in interviews. Students’ experiences of dissonance, transformational learning moments, reflection, and civic engagement were also assessed. Key findings include participants’ expanded and deeper appreciation for cross-cultural awareness, their more deliberate engagement with volunteer opportunities, and their emergence as advocates for the communities they worked with. Findings will be used to improve, diversify, and develop new CBL experiences for university students
Relational Principles for Enacting Social Justice Values in Educational Partnerships
No full textDrawing upon a long-term partnership between a university and a Title I middle school, we outline relational principles that guided our justice-oriented approach to collaborative research. We conceptualize relational principles as intentional strategies for equitable relationship cultivation and infrastructure development, grounded in the values and sociocultural backgrounds that each stakeholder brings to the partnership. Five principles emerged from our reflections, represented by the following adages: “don’t assume neutrality,” “recognize the means create the ends,” “move at the speed of trust,” “broaden ideas of benefit,” and “strive for responsiveness, not perfection.” Each principle is presented and described using examples that illustrate how these principles can be enacted within educational research partnerships. We conclude with a discussion of potential implications for fostering coherency among community-engaged research perspectives, with relational principles acting as a potential bridge between value-driven community-based participatory research (CBPR) approaches and practice-oriented tools from the research–practice partnership (RPP) field
Connecting Campus to Countryside: An Evaluation of the Rural Scholars Program at Oklahoma State University
No full textRural communities face incredible challenges and emerging opportunities. Land-grant universities are well-positioned to assist by developing new approaches to inspire university students to become civically engaged, rural community members. With this aim, the Rural Scholars program at Oklahoma State University was developed as an opportunity for undergraduate and graduate students (Scholars). The program consists of a 16-week course followed by a 10-week immersive summer research and service experience in a rural community. This study sought to assess the program’s impact on Scholars and the communities in which they lived and served. Findings revealed that Scholars appreciate the experience and find it beneficial to their growth as students. Some felt prepared for their service and research experiences, whereas others felt somewhat isolated. Community mentors felt Scholars’ presence in communities was beneficial. Recommendations include improving communication and clarifying expectations. Future research should include perspectives from faculty research mentors
(Re)Building Trust With Indigenous Communities: Reflections From Cultural Brokers
No full textIndigenous people are often hesitant to participate in research projects because they lack trust in researcher intentions. In this article, we explore the critical role that Indigenous boundary spanners play in research conducted with Indigenous communities through our research on oceans and human health. Our analysis centers around five principles where Indigenous boundary spanners significantly influence the research process. Centering work around \u27ohana (family), being intentional around where to collect data, approaching the work with humility knowing that the community are the experts, cultivating team members’ knowledge of community through conversations, and challenging assumptions within the institution are all aspects of research that must be considered when working with Indigenous communities. Including Indigenous community members and Indigenous scholars as part of teams can improve these aspects of research and begin the process of (re)building trust with Indigenous communities
Unveiling the Winning Contribution Patterns for Enhanced Financial Health
No full textIn this paper, we examine the issue of saving in the context of financial resilience. We examine unique dataset(s) of investor transactions to determine the relationship between investor behaviours, household savings, and investment outcomes. We examine these real-world observed behaviours through advanced data analytics in the form of machine learning to explore previously unknown patterns and seek a determination of any causal relationships.
We examine trading over a 3-year period ending August 2022, providing us with the opportunity to observe behaviour during rising markets, declining markets and the turbulent phases during transitions. Our datasets included investors who work with financial advisors and those who prefer “do it yourself”.
Trading behaviours over this period, demonstrated an active savings strategy to be the most effective strategy for building wealth. On average, an active savings strategy was 5X more effective at building wealth and resilience than relying on investment returns or complex trading strategies.
We conclude that;
Saving is a ‘force of nature’. The math isn’t new, but it works and we observed it working in the ‘real world”.
Saving is simpler, more reliable, and more powerful than investment returns for building financial resilience.
Frequent and disciplined saving is more effective than periodic or just-in-time saving.
Saving is a universal strategy - the observed results were the same regardless of age groups, genders, risk tolerances and income levels.
Keeping it simple is a legitimate strategy for building wealth. Saving and saving often - is not only easy to prescribe but effective