Open Journals at the University of Georgia Libraries
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The Impact of International Service-Learning on Students’ Development in Intercultural Sensitivity
No full textWe examined the impact of international service-learning (ISL) on students’ development of intercultural sensitivity. Participants were undergraduate students of a Hong Kong university (N = 132) who enrolled in a credit-bearing ISL course with service projects in Africa, Southeast Asia, and Mainland China. The research is primarily qualitative but also employs quantitative methods. Students were asked to write their views about the host country both before and after their service trip. Through thematic analysis of the responses, we developed a framework for intercultural sensitivity with four levels. Categories adopted from literature about intercultural competence or development were used to code the data set. Results revealed statistically significant differences in levels of intercultural sensitivity before and after ISL experience. Postexperience data further showed higher levels of intercultural sensitivity in the Southeast Asia and Africa groups than in the Mainland China group. Potential factors and implications are discussed
Iruntrarik Kakarmaitji: “United We Are Stronger”: Reflections on Over a Decade of Transformative Community-Engaged Learning and Research With Indigenous Shuar Communities in the Ecuadorian Amazon
No full textIn this reflective essay, we (community and university partners) recount a course-based ongoing cross-cultural 10-year+ Global South–Global North partnership (before, during, and after the COVID-19 pandemic) between four Indigenous Shuar communities in the Ecuadorian Amazon and a U.S.-based institution of higher education. We report on developing, maintaining, adapting, sustaining, and enriching that relationship. The experience is founded on a changing decolonizing conceptual framework that integrates participatory action research with Indigenous epistemologies and methods. As we collectively reflect on a decade of collaboration, we explore the transformative potential of Minga (collective action and cooperation) and Iruntrarik Kakarmaitji (strength in unity) as Indigenous Shuar models for shaping community-driven learning and research. This ongoing partnership underscores the significance of trust, accountability, reciprocity, equity, and humility, cultivated through over a decade of solidarity with shared goals and outcomes, ultimately contributing to a more inclusive and equitable form of international community-engaged learning
Semantic Structure of Word Problems: A Content Analysis
No full textSolving word problems is a standard part of the mathematics classroom. However, many students struggle solving word problems due to the variety in types of problems. One word problem can require a different solution approach than another form with few semantic changes. The Common Core State Standards Initiative (CCSSI) released a taxonomy for classifying types of one-step addition and subtraction word problems. The present study is a content analysis of three widely distributed mathematics textbooks, one each from three separate textbook publishers. The researchers analyzed the textbooks to classify the types of word problems they contained according to the CCSSI taxonomy. The findings show that variation of semantic problem structure is not proportionate within a single textbook; however, problem category frequency is similar across textbooks
A Domain Specific Measure of Investment Risk Preference
No full textThis study introduces and validates a domain-specific investment risk-preference measure that integrates elements of revealed-preference tests, using choice scenario dyads, with stated-preference approaches that leverage individual experiences and perceptions. Data from two surveys were analyzed using OLS regression and ordered logit models to evaluate the measure’s efficacy. Results demonstrate that the proposed measure is positively associated with a modified version of the Survey of Consumer Finances (SCF) self-assessed risk-tolerance item and negatively associated with cash-holding behavior. Compared to existing risk-tolerance assessments, this measure offers a practical advantage by allowing financial advisors to align investment products more accurately with a test-taker’s risk-taking comfort level. This direct applicability highlights the measure\u27s unique value in enhancing portfolio personalization and advancing the precision of investment risk assessment tools
Borrowing From Family and Friends: Study of the European Union
No full textInformal borrowing from family and friends suffers from the lack of formal agreement and can lead to severe consequences. Self-control theory suggest some strategies to improve the saving tendencies which can reduce this type of borrowing. To examining which factors that can enhance these strategies in the European Union, this study uses balanced panel data analysis from the Global Findex and Eurostat databases for the years 2014, 2017, and 2021 and conclude a pivotal role of using debit cards and also for saving behavior in addressing this type of borrowing. The study also arises inquiries about the effectiveness of public financial education and empathizes the importance to improve related policies in the FinTech landscape. By elucidating these findings, this paper contributes to deeper knowledge of the dynamics between using debt cards and borrowing practices in the European Union
Rural Anchor Institutions: How Rural Public Colleges Support the Well-Being of Rural People and Communities
No full textThis study explored 118 Rural Public Colleges (RPCs) throughout the United States and the counties in which they are located. The findings show that RPCs act as anchor institutions by facilitating rural health infrastructure and workforce and economic development. Despite narratives of declining enrollments among RPCs, the study finds evidence of growing enrollments among many RPCs as well as diversifying student bodies, which points to the importance of these institutions to promoting rural postsecondary access. The study concludes with research, policy, and practice recommendations to strengthen the contributions RPCs make as anchor institutions to the people and communities they serve
Evolution of a University–School Partnership: Suicide and Substance Misuse Prevention
No full textThis article follows the early-stage planning, implementation, and evaluation of a university–school-based partnership (USBP) between a large Carnegie-designated doctoral research institution (R2) and local high schools in Georgia. The purpose of the partnership was to implement suicide and substance use prevention efforts over 3 years. USBPs are mutually beneficial to partners and provide opportunities for positive change within the larger community. Two evidence-based prevention programs were implemented: Sources of Strength (SOS) and Mindfulness-Based Stress Reduction (MBSR). The authors describe the development and evolution of the partnership as well as the prevention programs with underserved student populations, lessons learned over the 3 years, and early-stage positive implications for sustaining the project
A Practical Framework for a Flourishing Praxis of Engaged Scholarship in Higher Education Institutions
No full textThis empirical article offers a practical framework to complement Sandmann’s integrated theoretical model for advancing the praxis of engaged scholarship in higher education institutions. The article introduces a newly developed integrated service-learning praxis (ISLP) approach, which served as a research context for constructing the practical framework. The ISLP approach combines community-engaged service-learning as pedagogy, appreciative inquiry as a research-and-change model, and the strategies of appreciative leadership to deliver praxis. Through a qualitative action research design, six international community-engaged service-learning champions participated in an appreciative inquiry to coconstruct the practical framework. They drew on their reflective practice and expertise within a study grounded in generative and social constructionist theories. The resulting practical framework includes actions to advance the careers of future engaged scholars and to guide the institutionalization of engaged scholarship
Creating Institutional Supports for Epistemic Equity: A Social Ecological Approach to Engaged Scholarship
No full textA social ecological framework is proposed that identifies institutional supports to increase public scholarship. The framework offers an analytical structure for conceptualizing how motivations interact at multiple levels of influence, as well as utility to increase epistemic equity and encourage behavior change through institutional supports that reward and recognize multilevel motivations. The authors draw on prior work that analyzed data from 49 interviews detailing practice stories to understand motivations for public scholars and found that faculty report motivations at individual, interpersonal, organizational, community, and policy levels
