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Braveheart Center for Place and Purpose: A New Community-in-Community Inclusion Model for Young Adults with Disabilities
Get PDFBraveHeart Center for Place and Purpose (BraveHeart CPP) is a comprehensive post-high school, inclusion-focused partnership of university, faith, and local communities. This new initiative aims to address unmet needs of the vulnerable and underserved population of young adults with disabilities through a community-in-community inclusion (CICI) model. The CICI model was specifically designed to support opportunities for individuals with disabilities, especially those with moderate to severe challenges, to empower and increase their presence and level of participation in the community. This strengths-based model operates with a high level of respect and sensitivity for diversity and supports and enhances social skills, cognitive skills, self-esteem, creativity, and work skills for young adults with developmental disabilities. This article explains the CICI model and reviews the goals, activities, and outcomes of BraveHeart CPP’s first year of operation
A Common Outcome Measurement for Service-Learning in Hong Kong
Get PDFUse of service-learning is burgeoning among higher education institutions in Hong Kong and expanding in Asia. The positive student outcomes that have been reported in Western society, however, are not as widely recognized in Asian society. Asian institutions of higher education need a standardized measurement of outcomes that will help refine the practice of service-learning, increase government funding for this pedagogy, and encourage cross-institution collaboration. This article describes the development, testing, and verification of the common outcomes measurement (COM), a tool for generating reliable data on student learning outcomes achieved through different service-learning initiatives. With nine domains and 34 items, the COM contributes to both theoretical and practical aspects of service-learning. As a verified means of measuring service-learning outcomes in Asian circumstances, the COM encourages development of quality education that can yield community impacts in Hong Kong
Using action inquiry in engaged research: An organizing guide
Get PDFEdward P. St. John, Kim Callahan Lijana, Glenda D. Musoba (Eds.
Resource Development and the Community Engagement Professional: Building and Sustaining Engaged Institutions
Get PDFCreating sustainable revenue streams to support community engagement is critical to building engaged colleges and universities. Drawing on social cognition theories within the organizational science literature, this article explores how community engagement professionals (CEPs) can promote sensemaking and organizational learning in ways that promote engagement as a pathway to institutional sustainability. Specifically, this article explores ways in which engagement can be positioned to differentiate institutions from their competitors, attract enrollment, and bolster public and private support for an institution. Toward these ends, this article makes connections among campus engagement identity, retention and completion, enrollment management, state relations, grant-writing strategy, advancement/alumni relations, and marketing and communications. Practical tools are provided to help CEPs lead strategic conversations about engagement as a means to promote institutional health and vitality
The Art of Convening: How Community Engagement Professionals Build Place-Based Community-University Partnerships for Systemic Change
Get PDFOver the past 50 years, colleges and universities have taken on increasingly important roles as anchor institutions in U.S. cities, partnering with local communities to promote development and well-being. Such community–campus partnerships rely on the work of community engagement professionals (CEPs), staff tasked with administering, coordinating, supporting, and leading engagement efforts at institutions of higher education. The preliminary competency model for community engagement professionals (Dostilio et al., 2016) lays out the knowledge, skills, dispositions, and commitments needed to perform this work. However, place-based approaches to engagement have been underrepresented in the emerging literature. The authors contribute to this conversation with a case study of partnership management work at University Neighborhood Partners at the University of Utah. Through this case, we highlight key competencies for engaging in place-based community development, suggest additional competency areas for the model, and explore how an understanding of CEP competencies is enriched and complicated by staff positionality
Exploring the Methodological Possibilities of Narrative Inquiry in Service-Learning: Reflections from a Recent Investigation
Get PDFThe purpose of this essay is to argue for the use of narrative inquiry as a distinctive methodological approach in the study of college student experiences and outcomes in service-learning. The author reflects on a recent narrative study of college men in service-learning programs to highlight how narrative scholarship can illuminate the messiness and complexity of service-learning. A participant narrative from the recent investigation is utilized in order to highlight the key tenets of narrative inquiry. Suggestions for high-quality narrative scholarship in service-learning are also offered
Community Engagement Professionals at Play: Collaborative Assessment as Culture Change
Get PDFThis article describes the data lab, an assessment method that could, the authors argue, help community engagement professionals (CEPs) align their assessment efforts with commitments and capacities named in the community engagement professionals competency model, contributing to democratic engagement and helping to resist neoliberal pressures in higher education. The data lab method employs a playful approach to making sense of data, utilizing extended and applied metaphors and involving all stakeholders in community-engaged work in collaborative meaning-making. Through the ongoing and iterative practice of data labs, stakeholders are invited to better understand and make changes to their collective work in implementing more democratic practices in the institution
Reconceptualizing Faculty Development in Service-Learning/Community Engagement: Exploring Intersections, Frameworks, and Models of Practice
Get PDFBecca Berkey, Cara Meixner, Patrick M. Gree, and Emily A. Eddins (Eds.