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Leveraging Reflective Practice to Advance the Field and Enhance Impact: Learning From Failure and Missteps in Community-Engaged Scholarship
Get PDFDiffusion of innovation in higher education requires attentive leadership and change management strategies as university members develop, pilot, and refine their products and infrastructure, including curriculum, policies, and processes. The adoption and integration of community-engaged scholarship is no exception; yet, insufficient attention is given to lessons gleaned from missteps and outright failures expected and experienced by scholars in the field. This article features vignettes from emerging and established scholars in the field whose experiential wisdom may inform practices and strategies as well as the authors’ thematic conclusion presented for those seeking to form or refine their community-engaged scholarship agenda
Building on Strengths to Address Challenges: An Asset-based Approach to Planning and Implementing a Community Partnership School
Get PDFThis article explores the planning and implementation process for a project with promise, a community partnership school for a historically low-performing elementary school using an asset-based community development approach. We offer insights into the community needs assessment process that enabled four key community partners to identify needs and projects for the school and surrounding community. The community partnership school draws its strength from four local organizations assimilating their expertise and resources on focal areas for community engagement. Beyond organizational resources, the partners also developed local networks and resources that could be useful for the community. Building on the asset-based community development model, insights and challenges are presented for others seeking to employ a similar approach to mobilize assets for student success and community engagement
Supporting Community Connections: Experiential Student Philanthropy and Engaged Learning in Social Work
Get PDFCommunity engagement and philanthropic learning have gained traction in university settings as a method to help prepare students for both workplace competency and citizenship. Experiential student philanthropy is a learning method that offers students an opportunity to examine community and social issues and nonprofit organizations, while providing them with the unique opportunity to invest funding in nonprofit organizations. This study examined the impact of an experiential student philanthropy project in a graduate level social work course at Northern Kentucky University (NKU) through the use of a pretest and post-test among involved students. The results indicate that incorporation of the Mayerson Student Philanthropy Project (MSPP) with this class ultimately strengthened learning outcomes as related to both course engagement and community engagement
Toward constructing tax efficient withdrawal strategies for retirees with traditional 401(k)/IRAs, Roth 401(k)/IRAs, and taxable accounts
No full textWe construct an algorithm for U.S. retirees that computes individualized tax efficient annual withdrawals from tax-deferred, tax-exempt, and taxable accounts. Our algorithm applies a new approach using informa- tion from all years that generates an individualized strategy, in contrast to most previous approaches that chronologically generate a suboptimal strategy. Results equal or improve the chronological “na ̈ıve” with- drawal strategies advocated by many financial institutions, as well as the chronological “informed” strategies advanced by academics. Our approach allows us to determine the optimal switching times between tax- exempt and taxable account consumption, as well as between tax-deferred and taxable account consumption. It also allows us to understand the significant impact of an heir’s tax and withdrawal rate on a retiree’s opti- mal withdrawal strategy. Our model, which can work to optimize either portfolio longevity or the bequest to an heir, accommodates many salient tax code features, including dividends, different taxable lots, and required minimum distributions
Hartman, E., Kiely, R., Boettcher, C., & Friedrichs, J. (2018). Community-based global learning: The theory and practice of ethical engagement at home and abroad. Sterling, VA: Stylus Publishing. 288 pp.
No full textA review of Hartman, E., Kiely, R., Boettcher, C., & Friedrichs, J. (2018). Community-based global learning: The theory and practice of ethical engagement at home and abroad. Sterling, VA: Stylus Publishing. 288 pp
Campus Classification, Identity, and Change: The Elective Carnegie Classification for Community Engagement
Get PDFIn 2020, 359 campuses, representing a wide range of institutional diversity in American higher education, have achieved the elective community engagement classification from the Carnegie Foundation. To receive the classification, campuses must provide extensive documentation (through an application) indicating a commitment to institutionalizing community engagement. When they do so, the Carnegie Foundation recognizes community engagement as part of the institutional identity of the campus. Unlike the basic Carnegie classification, which all campuses receive, the community engagement classification was designed to augment the basic classification in a way that encouraged campus innovation and change. What the authors offer, based on the experience of reviewing hundreds of applications for the classification, is that the Carnegie Foundation was not only encouraging campus change, but that the design of the classification suggests a theory of how institutionalization of community engagement happens. The authors have found that when working with campuses that are preparing applications, understanding the theory of change implied by the classification has been helpful in focusing attention on the importance of community engagement being located in the core academic cultures, policies, structures and practices of the campus
Selecting a Social Security age to balance consumption and risk
No full textThis article uses Monte Carlo simulation to determine the maximum consumption given retire- ment at age 62, initial wealth, risk tolerance, and Social Security take decision. Coile et al. (2002) argue for a delay, because the payment increases seven percent for each year. Focusing on maximiz- ing the expected present value of benefits may be misguided. This article shows that, conditional on retirement at age 62, initial consumption is always maximized by taking Social Security no later than age 63; it also results in the highest simulated ending wealth at death, and the lowest amount of simulated time (if any) living on just Social Security
The Impact of Service-Learning on Undergraduate Awareness and Knowledge of Autism Spectrum Disorder
Get PDFAs the prevalence of autism spectrum disorder (ASD) rises and individuals with ASD seek community inclusion, there is a great need for community awareness and knowledge of ASD. The likelihood that college graduates will be working with and living alongside individuals with ASD is high given the current prevalence rates of 1 in 59 children or youth with ASD. This study aimed to address this need using service-learning pedagogy as a means of increasing undergraduate students’ awareness, knowledge, and perception of ASD. Two cohorts of undergraduate students (N= 44) enrolled in a course which required 30 hours of hands-on community service with individuals with ASD in addition to three hours per week of in-class participation. Based on student responses to a pre- and post- course survey as well as their open-ended case study responses, service-learning pedagogy has the potential to improve undergraduate student awareness, knowledge, and acceptance of ASD. Lessons learned and recommendations for future research are discussed.
 
Laying a Foundation for the Fight Against Poverty: Developing a Locally-Relevant Poverty Measure with Community-Based Research
Get PDFAs community-based research (CBR) is gaining recognition as a high-impact practice at colleges and universities across the country, it is increasingly important to develop a repertoire of best practices. This paper describes a CBR project to estimate the incomes various families in a local community would need to earn in order to satisfy their basic needs without relying on government assistance. Strengths and shortcomings of the project are evaluated based on two standards of best practice in CBR, one that focuses primarily on process and one that focuses primarily on results. The paper concludes with next steps and several lessons learned that are broadly applicable to the field of CBR. Special attention is given to lessons that can help align and unite best practices for process and results.