Open Journals at the University of Georgia Libraries
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The Coastal Ocean Environment Summer School in Ghana: Exploring the Research Capacity Building Potential of a Higher Education Informal Science Learning Program
Get PDFThe development of informal science learning programs (ISLPs) is a growing strategy among scientists seeking to engage communities. However, little scholarship exists on higher education ISLPs, limiting best practices for program development. This article explores the perceived impacts for student learners and scientist instructors of an international ISLP focused on marine science, using a mixed-methods approach of questionnaires, interviews, a task-based focus group, and participant observation. Learners perceived an increase in research skills and knowledge, and identified positive impacts associated with networking and forming connections. Learners did not significantly change their attitudes toward marine science or beliefs about careers in science. Instructors felt they helped advance their field and perceived positive impacts from cultural exchange, whereas only a few identified professional development impacts. This study suggests that higher education ISLPs should focus on creating space for different types of connections and increasing how scientists’ participation is valued within the profession
Transforming Identities: Theorizing Place(s) and Space(s) in Community Engagement Pedagogy
Get PDFWhile rightly focusing on relationships and partnerships, community engagement scholars sometimes ignore the powerful ways learning may be impacted by mundane places like public schools, parks, and community centers and the ways spaces are imbued with emotions, power, and history. This piece argues that community engagement faculty must make the physical places and liminal spaces of our community partnerships purposeful parts of our curriculum. Using a Writing in the Community course as a case study, the article analyzes undergraduate reflections, then theorizes important differences between place and space and offers a critical lens—via feminist geography—for community-engaged teachers to consider the places and spaces in which they partner and ways those locations impact identities inhabited by students and by community partners. Finally, I offer reflection questions for faculty, students, and community partners intended to position temporal and emotional locations at the heart of community-engaged curriculum
Saltmarsh, J., & Johnson, M. B. (Eds.). (2018). The Elective Carnegie Community Engagement Classification: Constructing a successful application for first-time and re-classification applicants. Campus Compact. 154 pp.
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Parent First, Essential Worker Second, Student Third: Lessons Learned from a Non-Traditional Student’s Journey in a Service-Learning Course During COVID-19
No full textIn this reflective essay, I share lessons learned when COVID-19 necessitated immediate changes to service-learning during the spring 2020 semester. The pandemic created an environment that heightened awareness about meeting underrepresented students’ needs and the benefits of solidarity and reciprocity when collaborating with community partners. As the pandemic unfolded, my focus shifted from honoring commitments to community partners and course learning objectives to recognizing that the complex realities of students’ lives made being responsive to their needs paramount. One nontraditional student serves as a case study; her story underscores the deep ways the pandemic affected a student’s personal and professional life. I close the article with four generalizable lessons learned that faculty can employ in support of students’ success in service-learning: exercising solidarity, reciprocity, and flexibility; providing guidance in project selection; serving as model learner; and embedding support for parenting and caregiving students
The relationship between objective financial knowledge, financial management, and financial self-efficacy among African American students
No full textResearch consistently shows the positive associations of objective financial knowledge, man- agement, and self-efficacy on college students’ financial literacy. However, there is a need for a more nuanced examination of the factors contributing to African American college students’ fi- nancial literacy. Using the National Student Financial Wellness Study and structural equation modeling, findings suggest that for African American students, objective financial knowledge is not directly or indirectly associated with financial self-efficacy. Only financial management is significantly associated with increased financial self-efficacy. These findings indicate that expe- riential learning may be effective for improving African American students’ financial literacy
Graduate Scholars Leadership, Engagement, And Development: Initial Design, Implementation, and Lessons Learned
Get PDFThe fast-paced advances in technology and scientific knowledge in the 21st century call for learners to possess professional skills that complement their technical skills to make meaningful contributions in communities. This article introduces a cross-disciplinary leadership training program, Graduate Scholars Leadership, Engagement, and Development (GS LEAD), that was designed and implemented to train students in professional skills including problem-solving, interdisciplinary teamwork, leadership, communication, and engagement. This training program provided learning opportunities for incoming graduate students to work beyond their laboratories, across disciplines, and into communities to identify real-world problems and design sustainable solutions. The design and implementation of the program, the findings of participating students’ development in Program Year 1, and suggestions for future program design are discussed.
