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Collective Knowledge Mobilization Through a Community-University Partnership
Get PDFThis article tests the project-based research model by analyzing the processes and outcomes of a partnership between a grassroots environmental organization promoting community-based sustainability practices and a series of university-based capstone courses. We begin by contrasting scientist-driven and community-based approaches to sustainability. We then describe a series of three knowledge mobilization projects codesigned by The Natural Step Monona (TNSM) and university-based capstone courses led by a graduate student and professor. The first project performed a community diagnosis, from which we codesigned a prescription that the second capstone course helped TNSM implement. The third course worked with TNSM to evaluate the process. That evaluation, along with follow-up interviews, showed that the process had substantial and concrete positive community impacts that furthered TNSM’s mission, but it also led to partner fatigue as the organization was pushed past its realistic capacity
Yunkaporta, T. (2019). Sand Talk: How Indigenous Thinking can Save the World. Text Publishing Company. 285 pp.
Get PDFCommunity Based Participatory Research during the COVID-19 Crisis: Lessons for Partnership Resiliency
Get PDFThis reflective essay explores how the strengths and even presumed limitations of community based participatory and action research are critical assets to building and sustaining resilient research partnerships before, during, and after particularly difficult times. After highlighting key concepts from the boundary spanning and resiliency literatures, we outline how four deep-seated principles of community based participatory research (CBPR) contribute to building partnership and community resiliency. We draw upon our decades of experience across a wide range of both rural and urban partnerships to share examples of how these concepts are applied in actual research situations such as during the COVID-19 pandemic to understand how they sustain and strengthen partnerships and community impact
Black and Indigenous Thought in Response to the COVID-19 Reality
Get PDFCommunity engaged learning is being profoundly impacted by the global pandemic and racial reckoning that defines the COVID-19 reality. In order to best respond to this COVID-19 reality, community engaged scholars and practitioners must draw on the knowledge ways produced by Black and Indigenous thinkers for which the intersection of pandemic and state violence is not new. By addressing the field’s assumptions of time and space and interrogating the accompanying practices of white adventure and the real world dichotomy, scholars and practitioners have the potential to create a community engaged learning praxis that will thrive in the new normal created by the interplay of COVID-19 and the movement for Black lives. 
The Relationship between Instructors’ Teaching Contexts, Academic and Professional Backgrounds, and Their Uses of Class Time in Mathematics Content Courses for Elementary Teachers: Results of a National Survey
No full textThis article reports on a national survey of post-secondary mathematics instructors (n = 458) of mathematics courses designed for elementary teachers. The article links the use of various instructional practices to instructor characteristics. Specifically, there were statistically significant differences in reported use of class time depending on instructors’ subject and level of their degree, their experience teaching in preK–12 classrooms, and whether they perceived the institutions at which they taught as selective. Use of regression models with interactions demonstrate that the relationship between academic and professional background, teaching context, and use of class time was complex
Financial Literacy to Prevent Poor Borrowing Choices
No full textWorking Americans face the new reality of having to fund and manage their retirement while fac- ing rising levels of indebtedness. A basic level of financial knowledge is essential to make good long-term financial decisions. Using the 2015 National Financial Capacity Study, we investigate the impact of financial literacy on the decision to access retirement plan loans before retirement or use one or more high-cost lenders. Our results show that being financially literate reduces the likelihood of using high-cost lenders and using retirement-plan loans. Furthermore, we find evidence of a nega- tive relation between financial literacy and myopic spending
