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Refinance, pay additional principal, or recast? A home borrower’s dilemma
No full textHome borrowers encounter important financial decisions well beyond their mortgage’s origination date. Two common examples are refinancing or paying additional principal. A third option, the decision to recast, has received far less attention. We review the mechanics and availability of recasting to discover why this omission exists. The combination of (a) recent job losses from COVID, (b) expectations of higher interest rates, and (c) rising home prices suggest recasting may be beneficial for many homeowners going forward. Our discussion has implications for finance professionals, faculty, and anyone with a mortgage as they should be aware of the benefits of this timely option
The Perils of Expert Privilege: Analyzing, Understanding, and Reimagining Expertise in University–Community–Societal Relations
Get PDFThe democratization of knowledge is liberating and has presented some new and difficult challenges. When everyone can position themselves as an expert, how do we create new frames of intellectual and pragmatic knowledge with integrity? How do we understand the histories of expert privilege and harm that have led us to this time of uncertainty? And finally, how do we work productively across different types of expertise to ensure that community voice, academic voice, and professional voice (and the overlapping nexus within) connect for epistemic and social justice? In this article, we explore the harm and capacity to dehumanize through expert privilege and focus on economics as a disciplinary case study. We critically examine the factors that often lead to dehumanizing practices, interrogate where our own power and privilege need to be checked and understood, and articulate/imagine community engagement practices that might bring about epistemic justice as a reparative opportunity
Learning to Increase Access to Higher Education in a New Latino Destination
Get PDFBarriers to higher education persist among the Latino population across the United States. This project (IRB approval 18-001240), framed within the Engagement and Outreach Scholars Academy at East Carolina University, aimed to identify the obstacles to accessing higher education faced by the local Latino community and evaluate some ways to make higher education opportunities more accessible for Latino students. Although cultural barriers are low, lack of financial resources and knowledge should be in the center of an intervention
Service-Learning Outcomes in Florida Higher Education: An Analysis of Predictors
Get PDFThis study sought to examine how service-learning and student volunteer opportunities shape educational experiences for students by surveying 437 students currently enrolled in service-learning courses from nine participating Florida Campus Compact institutions. The researchers found several predictors that impacted student perceptions of their service-learning experiences, including gender identity, academic discipline, course model, and type of organizational partner. This article presents the current state of service-learning in higher education and presses with an increased urgency for institutions to adopt or expand service-learning programs. The results of this study will better inform service-learning program design as well as future service-learning research
The Impacts of Science Shops for Community Partners and Students: A Case Study of a Cocurricular Canadian Model
Get PDFSince 2009, the Community Engaged Scholarship Institute at the University of Guelph has operated a Science Shop (The Research Shop) where it carries out high-impact community-engaged scholarship by training and employing graduate students to conduct community-engaged research as a co-curricular activity. This study investigates the first 9 years of the program to determine its impacts on community partners and students. Findings suggest that the benefits experienced by both stakeholder groups are similar to those identified in existing literature on community-engaged research and Science Shops, with some additional findings unique to this particular model. This study also found multiple challenges which are not well documented in existing literature. While further research is needed to contribute to the overall field of Science Shops, specifically in relation to the benefits and challenges experienced in different models, this current study suggests that they deliver distinct benefits to users, alongside challenges that could be addressed
Academics to Serve the Communities: Examining the Hierarchical Structure of a Multidimensional Servant Leadership Model in Academia
Get PDFAlthough servant leadership is practiced in higher education (HE), most literature on servant leadership has utilized samples with diverse occupational backgrounds and applied single-level analytic approaches. Recognizing the association between servant leadership and community citizenship behavior, our study investigated the factorial validity of a well-developed multilevel servant leadership model, the SL-28, in the HE context. We grouped 1,864 lecturers from Malaysian institutions into 120 clusters, then estimated a seven-factor second-order servant leadership model at two levels using EQS. Results indicated that servant leadership in academic settings was a single-level five-factor second-order model rather than a hierarchical model. Of the seven hypothesized factors, empirical evidence was not found for two, emotional healing and putting subordinates first. We also investigated the model’s consistency with the principles of servant leadership for HE to provide more insight. Finally, practical, theoretical, and methodological implications of the findings and future areas of research are provided
Community-University Partnership in Service-Learning: Voicing the Community Side
Get PDFService-learning (SL) activities provide multifarious benefits for students, faculty members, and community members. Although the literature includes considerable research on students’ and faculty members’ outcomes, it also reports a lack of attention to benefits for community members. This study sought to address this gap, giving voice to community partners of a SL module in Community Psychology. We collected 12 interviews, complemented by a brief questionnaire exploring community partners’ understanding of SL, their perception of the mutual gain and reciprocity aspects, their motivations, and their challenges. Results show that open attitudes toward collaboration from faculty members strengthen the partnership; community partners consider the opportunity to be coeducators of students as a motivation for their SL involvement; from the perspective of reciprocity, they also particularly appreciate its generative dimension. Giving voice to community partners offers new and useful insights that can contribute to improving SL community–university partnerships
Tides of History: Utilizing Service-Learning to Prepare and Preserve Local Historical Resources for Climate Change
Get PDFAs storms become more intense and sea levels rise, coastal cultural institutions are seeking ways to protect and preserve their collections within the challenging context of limited budgets and human resources. These institutions are not alone in their consideration of climate change risk; coastal colleges and universities, which are also threatened, are striving to develop strategies of adaptation and preparation. Collaborations between institutions of higher education and local communities have developed general municipal climate change adaptation and mitigation plans, but historical and cultural resource preservation have not been a focus in this work to date. This article describes a service-learning collaboration between a public R1 university and a small local history museum in coastal Florida, including methods and outcomes of three major course projects, to model how student labor can help meet historical preservation and adaptation needs while also fulfilling the learning outcomes of a public history course
A Case Study of a Multi-year Community-Engaged Learning Capstone in Computer Science
Get PDFWe present a case study of a multi-year, academic civic engagement (ACE) collaboration in a computer science capstone course. ACE projects in computer science provide an avenue for students to apply software development concepts to real-world projects with actual clients, and can offer meaningful engagement with ethical issues. The typical time-limited nature of ACE projects within a single course leaves little time for reflection, iterative development, maintenance, and evolution of priorities, centering student learning outcomes over community partner goals. The model presented here is sustainable and robust to changes in personnel on both the community side and the academic side, including student participants. We highlight the importance of an involved center for civic engagement to facilitate relationship formation and frame civic learning for students. We address how longevity facilitates a true iterative and collaborative development process, supports the development of trust relationships, and opens up space for transformational change