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Community-Engaged Scholars’ Boundary- Spanning Roles and Intersected Identities: Korean Dual Language Bilingual Education Program in a Public Elementary School
No full textNeoliberal ideology and an overemphasis on generating quick results dehumanizes higher education community engagement by overlooking the multiple roles and identities of boundary spanners, individuals engaged in community-based scholarship. If university–community partnerships are to prosper and be sustained, their human aspect deserves more attention. We contribute to the literature by framing this research project as the collective stories of our research team, nine community-engaged scholars who have established a partnership with a public elementary school’s Korean–English Dual Language Bilingual Education program in the U.S. Southeast for the last 3 years. By drawing on pertinent literature about boundary spanners in higher education community engagement, we construct our narratives around how our fluid identities as females, immigrants, multilinguals, mothers, and professors have intersected with our boundary-spanning roles. Our nuanced stories provide insights and lessons to other boundary spanners in different partnership contexts
It Takes a Village to Raise a Science Communicator
No full textUsing the metaphor of a medieval village, I share and reflect on my story as a PhD student, holder of an underrepresented identity in STEM, and next-generation boundary spanner in science communication. I am a science communicator to faith-based communities—a neglected and often contentious space in science communication. Through 6 years of graduate education, my metaphorical village helped me to discover and refine my “impact identity,” the fusion of my outreach with my scholarship that enables me to advance into the next stage of my career with community engagement as one of my strongest assets. Beyond my personal story, I reflect on what a “village” can look like for other boundary spanners. My village concept can help students, universities, and others in higher education navigate the development of next-generation boundary spanners in science communication
Improving Communication with Financial Consumers: Insights from a Study of Phone Call Phobia
No full textA phone call phobia is a symptom of avoiding real-time communication that ranges from mild nervousness to a debilitating fear of making or receiving phone calls. The situation of avoidance of real-time communication, including phone call phobia, can potentially influence personal finance, particularly if it limits an individual\u27s ability to communicate effectively with not only family, friends, and employers but also financial service providers. As the COVID-19 pandemic has affected ways of socializing and communicating, it is important to understand the situation and related factors of phone call phobia. This study, therefore, examined factors related to three types of phone call phobia (employer, family, and friends) and six types of communication preferences (face-to-face, phone calls, letters, email, text messaging, and online messaging apps). Using data from an online survey conducted in 2021, this study considered a list of comprehensive factors, including psychological factors, financial-psychological factors, financial status, job-related factors, health-related behavior, and demographic factors, in ordered logistic regression and seemingly unrelated regression estimation models. The findings provide insights to improve communication between financial consumers and financial services providers.
A Comparative Assessment of Approaches to Studying Institutional Climates for Political Learning and Participation in Democracy
Get PDFIn 2018, the American Association of State Colleges and Universities’ American Democracy Project (ADP) and Tufts University’s Institute for Democracy & Higher Education (IDHE) formed a 3-year partnership to explore two approaches to studying institutional climates for political learning and participation in democracy. The goals were to repeat IDHE’s qualitative approach to examining climates through case studies conducted by a team of outside researchers and to test a second approach—an internal institutional self-study pursued with IDHE guidance. We review these methods and offer a comparative assessment of their efficacy for studying an institution’s political climate, as well as a brief summary of the qualitative case studies’ findings. We conclude that (1) qualitative case studies of political climate are powerful assessment tools and (2) the self-study method with external guidance or coaching holds promise for scalability and potential to effect campus change but faces significant obstacles to successful implementation
Successful Implementation of a Community-Based Writing Project With Public Health Graduate Students During a Public Health Emergency
No full textThe disruption of education during COVID-19 presented challenges regarding experiential learning intended for Master of Public Health students to develop writing skills. We describe the Real-World Writing Project, wherein students wrote a public health document for community partners, implemented in the context of emergency remote learning during COVID-19. Community partners and students completed surveys related to their satisfaction with the Project and final products. Students reported skills they used and rated the writing project compared to traditional writing assignments. Community partners and students were satisfied working together and with the final products. Most used skills reported by students were writing, creating a design element, and interpreting data. Students were satisfied with the Project compared to traditional assignments. As public health emergencies (e.g., climate disasters) increase in frequency, remote experiential learning will be necessary. This work contributes valuable information about conducting a successful community project during a public health crisis
The Value of Community: Stakeholder Perspectives at an Urban-Serving Research University
No full textUrban-serving research universities (USRUs) address issues of access, community engagement, and development within urban areas, but internal and external forces complicate their place-based missions. By embracing contradictions within stakeholder viewpoints, strategic planning can foster fruitful, institutionalized engagement. This mixed-methods study analyzed responses to a core values survey that was disseminated to stakeholders at a USRU to explore the question “What do the ratings of and comments about the community-minded value reveal about possible tensions and opportunities in how stakeholders describe a USRU’s fulfillment of its community-minded value?” Through stakeholder and paradox theory, we examined how stakeholder perspectives uncover tensions and opportunities related to the community-minded value. Whereas stakeholder theory emphasized the importance of valuing the interests of all stakeholders, paradox theory illustrated how coexisting-but-divergent perspectives on defining, approaching, and engaging community could help to advance community engagement goals.
Examining the Critical Practices Supporting Community Engagement Professionals Toward Fulfillment of Higher Education’s Civic Mission
No full textThis thesis overview summarizes a study (Brandt, 2021) examining the institutional and professional practices that enable community engagement professionals (CEPs) to play vital roles in fulfilling higher education’s civic mission. Drawing on field-building research by community-engaged practitioners and scholars, such as Welch and Saltmarsh (2013) and Dostilio (2017), this study employed a mixed-methods research design through an electronic survey of open- and closed-ended questions administered to a national network of CEPs. The analysis points to five key themes that should be addressed by institutions and the field: faculty development and institutionalization efforts, positionality and power dynamics, compensation and support, institutional infrastructure, and demographic implications. Findings from this study showcase the importance of CEPs in effectively and equitably leading their institutions in actualizing their civic missions, as well as their access to resources and advancement opportunities
Cann, C. N., & DeMeulenaere, E. J. (2020). The activist academic: Engaged scholarship for resistance, hope, and social change. Myers Education Press. 250 pp.
No full textA review of Cann, C. N., & DeMeulenaere, E. J. (2020). The activist academic: Engaged scholarship for resistance, hope, and social change. Myers Education Press. 250 pp.
Community Engagement and the Educational Success of Underrepresented Students
No full textThis article introduces a special of issue of the Journal of Higher Education Outreach and Engagement focused on a 5-year research project examining the impact of community engagement on the success of underrepresented students. A research team from six universities was supported with a multiyear grant from the U.S. Department of Education, Fund for the Improvement of Postsecondary Education (FIPSE) program. This research project is one of the few multi-institutional, multiyear investigations to compare the similarities and differences of outcomes across different types of community engagement practices and institutional and community settings, one of the few research projects on community engagement outcomes focused on the experiences of underrepresented students, and one of only a handful of community engagement–focused studies to use propensity score matching to address the persistent criticism in community engagement research regarding the lack of attention to group equivalence between treatment and comparison groups