Open Journals at the University of Georgia Libraries
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Taking it to the streets: The role of scholarship in advocacy and advocacy in scholarship
Get PDFLinda W. Perna (Ed.
Extending Our Conceptualization of Boundary-Spanning Leadership for Community Engagement
Get PDFIn this reflective conceptual essay, we critically examine two complementary models related to leadership for community engagement—the boundary-spanning model (Weerts & Sandmann, 2010) and the preliminary competency model for CEPs (Dostilio, 2017a). Both models organize and present prioritized activities necessary for individuals to advance community engagement. We believe an exploration of points of convergence and divergence between the models will lay the groundwork for continued inquiry and allow for further refinement of both models, with the aim of supporting the professional development of community engagement professionals (CEPs)
Developing Communication Repertoires to Address Conflict in Community Engagement Work
Get PDFDue to their work engaging with diverse people representing varied institutions and community settings and addressing diverse issues and topics, community engagement professionals (CEPs) must serve as boundary spanners (Child & Faulkner, 1998; Janke, 2009) across differences. Quite often, interpersonal, organizational, cultural, and other differences lead to tensions and conflict. Though CEPs enter into positions and situations in which conflict exists, or is likely to exist, few have been professionally prepared to manage interpersonal conflict. Drawing on a competence-based approach to communicating about interpersonal conflict (Cupach, Canary, & Spitzberg, 2010), this essay suggests key communication capacities, including motivation, knowledge, and skills to manage conflict, even positively transforming conflict in ways that build understanding and relationships. Conflict management is not about learning a single model or a specific script to “end all conflicts.” Instead, conflict management involves developing competency with constructive practices through intentional, sustained effort
Community Engagement Professionals as Inquiring Practitioners for Organizational Learning
Get PDFThis essay examines the inquiry activities that community engagement professionals (CEPs) can utilize to support organizational learning. We advocate for an inquiry approach that focuses on improvement and informing community-engaged practices and organizational change. By unpacking why inquiry is imperative for CEPs and outlining the tensions that may arise, we introduce three concepts: inquiry consists of different yet connected activities including, but not limited to, assessing student learning; CEPs are key knowledge workers in higher education; and, finally, CEPs can and should leverage inquiry to inform institutional planning and systematically align policies, processes, and procedures to demonstrate our public missions for society and other key stakeholders
The SEPA Grant-Writing Program: Regional Transformation Through Engaged Service Learning
Get PDFThis article describes the Social Entrepreneurship for Poverty Alleviation (SEPA) grant-writing program at Austin College. The SEPA program provides a service-learning experience in which students spend a summer writing grants with local nonprofit agencies. In the hope that others might choose to emulate our efforts, what follows is a detailed overview of SEPA’s founding and operation. Also included is a three-part assessment of the program focused on student learning, grant-writing outcomes, and the role the program plays in building bridges between the college and its surrounding region
A Preliminary Genetic Decomposition of Probabilistic Independence
No full textThe purpose of this research is to construct a preliminary genetic decomposition delineating the mental constructions underlying probabilistic independence. This delineation will be considered within the framework of APOS theory. While the use of the term independence in probability is often conflated with causation, the technical definition relies instead upon an understanding of conditional probability. I hypothesize that the concept of independence is only fully available to students with a schema conception of probability. I offer additional hypotheses, supported by literature and anecdotal teaching experience, regarding students’ quantification of probability and construction of combinatorial reasoning
Service-Learning Benefits for English Language Learners: A Case of China-Hong Kong Cross-Border English Teaching
Get PDFThis study examines the burgeoning trend of Hong Kong university students conducting English language teaching as service-learning in mainland China, specifically in rural primary schools. The study reports the results of a questionnaire administered to Hong Kong undergraduate students after a series of such trips spanning a 4-year period. In particular, the study examines the students’ perceptions of their own service orientation, cultural exchange experience, and language-learning outcomes. The findings allow for a broader qualitative discussion of the potential benefits for English language learners engaging in service-learning through teaching English. Recommendations focus on the potential for such trips to bolster the confidence and motivation of long-time English language learners, such as Hong Kong students