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Regular Farm Family Visits as an Approach to Community Engagement and Learning in Agricultural Higher Education: A Sri Lankan Experience
Get PDFThis study employed a mixed approach to evaluate the “regular farm-family visits” by undergraduate students of the Faculty of Agriculture, University of Peradeniya in Sri Lanka as a community engagement and learning approach. Data collection was done using a questionnaire survey with the students and structured interviews with the host farm families. The journals submitted by students on their learning experience were also examined as a qualitative measure. According to the results of the study, “farm-families” have served as a “social laboratory” for the students and both students and the community had been benefitted. Elements of community based learning, experiential learning, service learning and problem based learning were identified as the embedded characteristics of this learning approach. Identified strengths and limitations would be important to improve this pedagogical method of community engagement and learning in agriculture higher education
Audio Description for All: Serving the Low Vision Spanish-Speaking Community in the United States
Get PDFAudio description (AD), narrative description of key visual elements for visually impaired or blind audiences, is provided in English in the United States; however, Spanish-language AD is almost nonexistent. Because Spanish is the most spoken and fastest growing non-English language in this country, training translation students to provide AD in Spanish fills a gap for the visually impaired Latino population. This article shows how a project on AD for the theater was used in a community-based course at Montclair State University (New Jersey), what challenges we encountered, and how those challenges were overcome. I also provide a step-by-step program plan to help implement such initiatives. In addition to learning about AD, I guided my students to reflect critically upon language, arts, and accessibility in the multicultural reality of the United States
MEGE - An Educational Partnership Supporting Migrant Entrepreneurship
Get PDFThis article describes the implementation and lessons learned from MEGE—Multicultural Encounters, Growth and Entrepreneurship, an educational project aimed at better utilizing the expertise of migrant communities and international professionals in Finland, to foster entrepreneurship among those who migrate or return to the country from abroad. The 3-year project helped build bridges between communities by connecting different educational institutions and bringing together migrant communities and actors in the local entrepreneurship ecosystem. The resulting entrepreneurship training package was developed in cooperation with migrant participants and was offered free of cost to all international professionals, regardless of employment/residence status or cultural background. Key lessons learned suggest that the impact of such programs should be understood broadly, and that best results can be achieved by considering entrepreneurship education as both a service and a community. Such programs should contribute to participants’ business acumen and bring together migrants and members of local entrepreneurship ecosystems
The impact of using financial technology on positive financial behaviors
No full textThis study uses 2013 Survey of Consumer Finances data to explore the impact of financial tech- nologies on households’ positive financial behaviors. After controlling for variables on general capi- tals, financial literacy capitals, and financial resources, we find that only planning technologies (e.g., direct deposit and computer software) are positively related to households’ engagement in positive financial behaviors. In contrast, the impact of transaction technologies (e.g., using ATM card, credit card, phone banking, and computer banking) is negative. Policymakers and financial service pro- viders should assist consumers with better financial tools and help them manage financial resources and behaviors
Improving collegiate financial literacy via financial education seminars
No full textThis paper describes a personal finance program (PFP) developed at a private liberal arts university aimed to improve financial literacy. We provide a program overview, with details about recruiting, pro- gram structure, and curriculum. Using a multivariate framework, we examine program effectiveness at improving students’ financial knowledge and confidence in their financial future. Our findings demon- strate that financial knowledge and confidence improve. Additionally, women (minorities) narrow their fi- nancial knowledge and confidence gaps when compared with men (Caucasians) and the control group. Finally, follow-up analyses show that increases in confidence appear justified (vs. misplaced) in that they are calibrated to increases in knowledge
Graduate Service-Learning Experiences and Career Preparation: An Exploration of Student Perceptions
Get PDFThis dissertation overview summarizes a study exploring the relationship between service-learning and career preparation from the perspective of graduate students as adult learners. Using Knowles’ adult learning theory as the theoretical framework and interpretive phenomenological analysis (IPA) as a qualitative method of inquiry, analysis of semi-structured interviews from six recent graduates of a media advocacy master’s degree program suggested that graduate students perceive service-learning as a powerful way to make direct and indirect connections to their own career preparation. Findings from this study can help faculty and graduate educators conceptualize and implement service-learning experiences by aligning them with graduate students’ own professional goals and outcomes
Sight to Sole: Partnering to Enhance the Health of the New Britain Homeless
Get PDFNursing faculty with expertise in community health are well poised to introduce nursing students to the rewarding experience of caring for vulnerable populations. Multiple partnerships have been established over the years within the central Connecticut region that have benefited both the university’s nursing students and the affiliated agency, as well as the individuals served. Utilizing knowledge related to the common health issues faced by the homeless population, faculty worked with community partners to discuss needs and create a plan involving nursing students, which specifically focused on vision and foot health
Exploration of a Pathway from Leadership Development to Institutionalization of Community Engagement
Get PDFThe institutionalization of community engagement is a lengthy, complex process to which higher education change agents have turned their attention over the past few decades. This study examined the experiences of participants in leadership workshops designed specifically to develop the capacities of campus and community leaders to facilitate this work. Using Conner’s (2006) curve of commitment, this research highlighted factors contributing to and deterring community engagement, and explored the role of leadership development in the institutionalization of community engagement. Findings revealed five critical issues related to this work: administrative support, faculty buy-in, positionality/power dynamics, resources, and embeddedness—with administrative support and leadership serving as a linchpin. In addition to the need for effective leadership development as a pathway to supporting this multifaceted organizational change, the results also underscored the need for a model of shared leadership to guide the purpose, planning, and persistence necessary for institutional change