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Sounds of a City: Podcasts and Public Humanities in Baltimore
Get PDF"Sounds of a City: Podcasts and Public Humanities in Baltimore" reflects on the Baltimore Traces: Communities in Transition project, a collaborative teaching endeavor that began in 2015 to document changing Baltimore neighborhoods through student-produced media. The essay provides a definition of public humanities and a discussion of organic methodological innovations that evolved through the process of creating a series of student-produced podcasts focused on listening to a city in a specific moment. Sharing authority and deeply listening to both students and the diverse voices of a city led to the “on the street” interview methodology. Organic methods blending journalism with scholarship, push engaged research into new transdisciplinary territory that centers voices from the street within the university classroom
The Benefits of University Collaboration Within University–Community Partnerships in Europe
Get PDFThis article demonstrates and explains the benefits accruing to communities that involve universities in their local community-based projects. We include concrete arguments intended to stimulate the transfer of the universities’ accumulated knowledge to local (urban) community projects in order to overcome the challenges of contemporary cities. A multiple case study analysis of relevant university–community partnership (UCP) projects in Europe is used to provide evidence for the value of urban community–university partnerships. This article as a whole represents an attempt to bring to light the unexploited but considerable potential of universities, which should extend their focus (metaphorically and physically) outside the purely academic sphere and magnify their capabilities within local university–community partnerships
Faculty Perspectives on Co-Education and Reciprocity
Get PDFThe purpose of this study was to investigate faculty members’ perspectives on co-education and reciprocity within service-learning partnerships. The sample consisted of 22 faculty from a variety of disciplines at a mid-size private university in the southeastern U.S. Faculty identified communication and teaching and learning practices as the tools needed for effective co-education. Participants emphasized giving and receiving, communication, and clarifying expectations as key factors required for reciprocity. This study can help guide faculty members in fostering co-education and achieving reciprocity in service-learning experiences
Exploring Effective Pre-Kindergarten Family–School Partnerships: The Pre-Kindergarten Parent Leadership Academy Program
Get PDFResearch suggests that positive parent–teacher relationships and increased parent involvement can improve student achievement. Family–school–community partnerships can promote these outcomes. This article describes the Pre-Kindergarten Parent Leadership Academy (Pre-KPLA) within the Parent Teacher Leadership Academy (PTLA) at the University of Alabama. To support local elementary schools and their students and families, the Pre-KPLA gives parents the opportunity to develop leadership skills within their school community while promoting parent–teacher relationships. Using a mixed-methods design, we analyzed data from the 2017–2018 and 2018–2019 years of the Pre-KPLA on parents’ leadership behaviors and self-efficacy. Pretest–posttest results showed that parent participants significantly increased their leadership behaviors and self-efficacy. Additionally, qualitative thematic analysis revealed that parents were inspired to take action in their school, gained new knowledge about school improvement goals, and learned new ways to seek additional funding for their school
Evaluating University-Community Engagement Through a Community-Based Lens: What Indicators Are Suitable?
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This study explores the indicators of university-community engagement and their implications to evaluation. Through an examination of 47 studies, we validate that university-community engagement can unfold in many ways and impact many stakeholders, and that, evaluation focusing only on university perspectives might leave out the community perspective which is equally important. We developed a conceptual framework consisting of three domains of university-community engagement, namely purpose, process and community impacts. These domains offer a comprehensive evaluation of university-community engagement from a community perspective. We then identify the key performance indicators under these domains and the implications of these indicators to evaluation. We found out some existing limitations on methodology and on quantifying indicators. Based on the findings, we recommend that the selection of indicators should consider a variety of activities and impacts to allow comprehensive evaluation. Also, methodologies be continually refined to keep up with changing phenomena
Service-Learning Through Immersive Technologies in Ecuador
Get PDFService-learning, as a form of experiential learning, allows universities to work hand-in-hand with local communities, addressing their needs and expectations and putting into practice professional skills acquired by the students. This article reports on two service-learning experiences of communication students and faculty of Ecuador and Ohio working together with local communities in the countryside of the coastal province of Manabí and in the Andean páramo of Chugchilán. These activities were further enhanced via cutting-edge immersive technologies and production experience using these technologies. This article aims to answer the questions of whether and how international stakeholders and immersive technologies play a role in the community outreach roadmap. The outcomes suggest that immersive technologies in service-learning international partnerships present four types of challenges: ontological, technological, narrative, and professional. The introduction of immersive technologies in service-learning projects is an interesting possibility for further development of joint narratives
Teacher Candidates’ Reflections on Responding to Errors: Exploring Their Vision and Goals
No full textResponding to student errors is a complex practice that connects teachers’ vision and goals around students, mathematics, and teaching. We explore teacher candidates’ (TCs) reflections on responding to errors during rehearsals of whole-class discussion to gain insight into the vision and goals that might influence their thinking. We discuss five TCs’ assessment of their practice based on video-elicitation interviews to infer their vision around responding to errors and their associated goals for practice. In particular, we attend to how their vision and goals interact in shaping TCs’ reflections on practice. This work offers implications for considering TC development and support
All Service-Learning Experiences Are NOT Created Equal! Effects of Service-Learning Quality on Self-Efficacy and Engagement
Get PDFService-learning courses offer a unique experience to students by reinforcing typical school curriculum with experiences outside the classroom, where the emphasis is on learning by doing accompanied with reflection (Conrad & Hedin, 1981). Studies show that the quality of the service-learning experience has the potential to impact student outcomes; however, few have looked at the relationship of quality with engagement and self-efficacy (Holland et al., 2009). Thus, this study focused on the effects of quality of service-learning experience on student engagement through leadership self-efficacy and community service self-efficacy. A survey of 105 students showed a significant mediation model of quality of service-learning on affective student engagement through leadership self-efficacy and community service self-efficacy. Significant direct effects were found between quality of service-learning and leadership self-efficacy, community service self-efficacy, and student engagement. These findings on quality of service-learning courses have implications for students, educators, and universities
The PARC Initiative: A Multi-Anchor Approach to Community Engagement and Development
Get PDFThere is broad recognition that anchor institutions—universities, hospitals, and other locally embedded organizations—can leverage their economic and human resources to revitalize and empower distressed neighborhoods. In [CITY], five anchor institutions, including [UNIVERSITY], collaborate with residents, city officials, and other stakeholders to transform the seven neighborhoods surrounding their campuses. The Promoting Assets and Reducing Crime (PARC) initiative is an innovative, data-driven, and place-based model of community collaboration to address neighborhood challenges. Over the last three years, the initiative has helped stimulate economic development, enhance housing stock, improve public safety, and strengthen neighborhood connections in the city’s Near West Side. In this article, we detail how the initiative was established, the role of the university in this multi-anchor partnership, and how the initiative integrates data and community input to inform and evaluate its work. The PARC initiative demonstrates promise as an effective model of university engagement in neighborhood revitalization efforts