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Not All Service Is the Same: How Service-Learning Typologies Relate to Student Outcomes at a Hispanic-Serving Institution
Get PDFThis multimethod study used a sample of eight courses and 220 students from a single Hispanic-serving institution (HSI) to ask whether this HSI had distinctive conceptualizations of service-learning or an association between course conceptualizations (operationalized through course materials) and student outcomes. Adapting Britt’s (2012) service-learning typologies, we created a rubric to assess whether service-learning course materials reflected a focus on advancing students’ personal responsibility, critical citizenship, and/or social justice. Course materials were often rooted in more than one conceptualization. Examining the relationship of course typology to student outcomes, we found that students in courses grounded in critical citizenship and/ or social justice orientations had more positive outcomes related to academic engagement, social insights, personal insights (as a trend), and civic responsibility. These results advance theory development in service-learning by suggesting a more nuanced relationship between service-learning courses and student outcomes
ENCompass: A Comprehensive Undergraduate Student-Led Model of Implementing a Social Needs Screening and Referral Program
Get PDFColumbus, the largest city in Ohio, is an epicenter for several overlapping health disparities, including poverty, food insecurity, and infant mortality. A group of volunteer undergraduate students at The Ohio State University sought to reduce some of these disparities through the creation of ENCompass: Empowering Neighborhoods of Columbus. This student organization was developed around a dual mission to (1) address social determinants of health by screening and connecting clients with social resources and (2) cultivate interdisciplinary student leadership through immersive volunteer experiences. In its 9 years of implementation, ENCompass has developed ongoing partnerships with eight clinics and food pantries where, on a weekly basis, ENCompass volunteers conduct social needs screenings with interested clients. This article provides an in-depth description of the ENCompass program, the outcomes ENCompass has provided for the community and its student volunteers, and several lessons learned to offer guidance to those interested in developing similar programs
Building Equitable Partnerships and a Social Justice Mindset Through a Donor-Funded Reproductive Rights and Health Internship Program
Get PDFThis article discusses the characteristics of a donor-funded internship program for undergraduate students interested in reproductive rights, health, and justice at Tulane University’s Newcomb Institute. It describes the results of a preliminary study of this program’s outcomes and makes recommendations for program improvements. This article will also argue that this program, despite its unique challenges, provides a model for other colleges and universities that are interested in developing equitable community partnerships and cultivating a social justice mindset in students. This study indicates that the program has been successful at developing young leaders in a social justice movement, serving underrepresented student groups, building trust with community partners, and creating opportunities for multiple collaborations with those partners
Creating and Improving a Faculty Learning Community for Community-Engaged Research at a Midsized, Open-Enrollment University
Get PDFCommunity-engaged research (CEnR) occurs when university and community resources are partnered to enrich knowledge, address social issues, and contribute to the public good. The benefits of CEnR include the translation of scientific findings into public initiatives that can improve practice and provide invaluable learning experiences for students. Despite the importance of CEnR, there are barriers to this work and limited information on how to develop an academic infrastructure to support such time-intensive research at teaching-focused universities. In this article, we outline the development, implementation, and evaluation results of a pilot faculty learning community (FLC) at a midsized university, the Community-Engaged Faculty Research Fellows Program. This high-visibility program provided consultation and ongoing support for new and established faculty research projects and resulted in high program satisfaction and multiple scholarly and other published works. We provide recommendations from our lessons learned for similar programs at other institutions
Utilizing Underserved Student Cultural Capital: The Tigers First Student-Initiated Retention Project
No full textHistorically, U.S. underserved college students have lower college retention and completion rates. One explanation is a perceived gap between the student experience and college settings. Two main approaches used to address that gap are: colleges created programs to help students adapt to settings, and colleges have made changes in their settings to better serve and support the students. In both cases, colleges served as the agencies defining, designing, and guiding the change. While both approaches contribute to improved completion, a third approach may add another solution, student-initiated retention programming (SIRP). SIRPs are student organized, operated, and sustained efforts to persistence to graduation. Through a SIRP, underserved students can use cultural experiences to frame and deliver retention efforts. Drawing on a case study of Tigers First, a University of Memphis SIRP, this article will identify and describe the conditions and processes leading to the creation of a productive underserved student SIRP
Student Outreach and Engagement in Action: A Review of Georgia Daze Minority Recruitment
No full textThroughout higher education in the United States of America, Black students are underrepresented in their enrollment at public, flagship universities relative to the population of Black people in their respective states (Harper & Simmons, 2019). At the University of Georgia, a student-initiated retention project (Maldonado et al., 2005) and registered student organization, Georgia Daze Minority Recruitment, has worked alongside institutional and administrative efforts to grow and retain the population of Black students for over 15 years. In this article, the authors detail how Georgia Daze student leaders participate in high school outreach, yield programming, and campus engagement as part of a successful community engagement program for underrepresented students. In addition, the authors provide the context in which Georgia Daze operates, the structure and institutional support of the organization, and promising practices learned from the success of Georgia Daze
