Open Journals at the University of Georgia Libraries
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The Codevelopment of Community Engagement Certificate Programs for State Wildlife Agency Professionals: Impact of a University–State Agency Partnership
No full textState wildlife agency professionals are realizing they need new mindsets and practices for collaboration with diverse stakeholders and community partners to achieve policy, management, science, and education goals. This realization led to a partnership between a state agency, a land-grant university’s outreach and engagement office, and University Extension to codesign professional development certificate programs about community engagement. The authors describe the codevelopment process of both basic and advanced community engagement certificate programs, including goals, descriptions, curricula, and evaluation outcomes. Three years of programming resulted in lessons learned about moving community engagement concepts from theory to practice, the value of participant-generated case studies, and the importance of opportunities for adult learners to practice new ideas in their own professional contexts. In addition to participant impacts, the authors share how this codevelopment process and partnership has improved practices and influenced culture change in the state agency, university, and Extension
Building Bridges as We Walk Them: Underrepresented Students\u27 Perspectives on Surviving Inhospitable Institutions
No full textInvestigating factors that impact student success and engagement in higher education is an essential line of inquiry for students who are marginalized and minoritized. This overview of a 5-year participatory action research project led by undergraduate and graduate students examines the development of The UnGuide, an online resource for students who feel “the university was not designed for them.” In this article, we question current assumptions about student success and offer guidance for those who hold power in higher education. Lessons from the lived experiences of students involved in creating The UnGuide are shared, including the importance of centering student voices, value of peer-to-peer supports within the university, and strategies for students navigating and dismantling systems of oppression. We also reflect on ways power operates both within this larger project and within our universities, and ways we claimed our power as students with complex lived experiences and perspectives
