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Financial planning time horizon and end-of-life mortality expectations
No full textPrevious studies demonstrate that individuals’ financial planning time horizons significantly impact spending, saving, charitable giving, and bequest decisions. Using longitudinal and cross-sec- tional Health and Retirement Study data, the analyses in this paper reveal that older American adults’ financial planning horizons are strongly determined by their self-perceived life expectancy. Over time, the changes in self-perceived life expectancy, marital and retirement status, health condi- tions, and wealth level will cause individuals to shift their financial planning horizons. The insight gained in this study helps financial planners to better understand the factors driving changes in client financial planning horizons and consequent financial decision-making.
 
Building Effective Quadruple Partnerships Across Families, Schools, Communities, and Universities
Get PDFThe dual capacity-building framework created by Mapp and her colleagues (i.e., Mapp & Bergman, 2019; Mapp & Kuttner, 2013) lays a foundation for an extended partnership beyond families and schools. In this article, we explore how to extend the value of the dual capacity-building framework to a larger partnership that includes communities and universities. Our analyses are centered on the four essential components of the capacity-building framework—challenges, opportunity conditions, policies and program goals, and capacity outcomes—in the context of quadruple partnerships. Adding examples of successful university–community partnerships to the existing dual capacity-building framework will better support families’ and schools’ efforts to promote students’ academic success. Because the capacity-building framework is grounded in rigorous research and thoughtful analyses, higher education outreach and engagement programs can adopt it to foster more effective partnerships with families, schools, and communities, and positively transform K-12 education
The Struggle Animates the Learning: Exploring Student Experiences with a Community-Engaged, Project-Based Course on Evaluation
Get PDFFor instructors engaged in teaching evaluation, bridging the gap between the content of formal educational experiences and what we want future evaluators to be able to do in practice remains a challenge. Studying the format and quality of university courses focused on program evaluation is one mechanism through which we might begin to narrow this gap. This article describes a community-engaged, project-based evaluation course that was taught during five semesters, and uses qualitative data to explore student experiences within the course along three dimensions: experiential education, interdisciplinary collaboration, and community partnerships. In particular, we highlight the productive yet uncomfortable role that challenge and ambiguity play in animating evaluation learning. We suggest implications for teaching evaluation based on our findings
A Qualitative Study of Multilevel Faculty Motivations for Pursuing Engaged Scholarship
Get PDFDrawing on the narrative inquiry method, a qualitative study of 49 engaged scholar interviews at the University of California, Davis was conducted to understand motivations for practicing engaged scholarship. Notwithstanding the significant contributions to understanding faculty motivations in this field, we argue that previous research details the roles of individuals and institutions of higher learning while leaving room for further theorization of other important influences and their intersections. The study findings reveal that faculty report intrinsic, extrinsic, and relational motivations that interact at multiple levels of influence. These multilevel motivational influences have implications for faculty recruitment and retention, implementation of institutional support strategies, and recognition in merit and promotion.
A Multiple Case Study of Implementing Community Service-Learning in Large-Scale Higher Education Courses
No full textCommunity service-learning (CSL) is implemented mainly in small-scale classes. To date, little is known about how large-scale CSL courses could best be designed. This study seeks to identify benefits and potential strategies for designing large-scale CSL courses. A qualitative multiple case study was performed of three large-scale university courses (> 100 students) at Vrije Universiteit Amsterdam. Based on three core concepts of CSL, reflection, reciprocal learning, and transformational learning experiences were used as sensitizing topics in the thematic analysis. Implementing CSL in large-scale courses showed multiple benefits, such as the amount of work that could be completed and the potential to reduce students’ individual workload. At the same time, realizing CSL in large-scale courses offered some challenges. This article presents nine hands-on strategies to implement CSL in large-scale courses
How a Community Engagement Model of Near-Peer Counseling Impacts Student Mentors’ College Outcomes
No full textThis study examines how a community engagement model of near-peer counseling impacts counselors’ own college success as underrepresented students in higher education, here defined as one-year persistence in college. Near-peer mentors participated in a program provided by College Access: Research and Action (CARA), which trains young people to support peers in their home communities at New York City public high schools and City University of New York (CUNY) 2-year colleges through critical college application, enrollment, and retention milestones. Aggregated across 4 years of data, our results indicate CARA near-peer counselors are nearly twice as likely to persist in college (p < .001) as peers with similar demographic and academic characteristics not participating in CARA. Findings are replicated for students of color (2.09 times higher, p < .001) and economically disadvantaged students (1.78 times higher, p = .003). Implications for peer mentor program development through public university–community partnerships are discussed
Effects of Service-Learning and Community Engagement Programs on the Academic Outcomes of Underrepresented Undergraduate Students
No full textThis study examines the effects of service-learning and community engagement programs on the academic outcomes of undergraduate students, focusing on underrepresented students. Prior studies documented the positive impact of community engagement on students’ academic engagement, sense of belonging, and persistence, especially for underrepresented students. We explore the effects of four service-learning and community engagement programs on students’ persistence (GPA, credits earned, retention) and college completion at the University of Illinois Chicago. We use propensity score matching to compare outcome variables of the treatment and control groups. We found varying degrees of statistically significant academic outcomes across the four programs (trending positive overall). To complement the quantitative findings, we carried out focus groups with each program. We found that for underrepresented students, service-learning and community engagement activities, especially when mentorship is involved, offer connections with their communities that help improve their academic engagement, sense of belonging, and persistence
