Open Journals at the University of Georgia Libraries
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Whose Job Is It Anyway? The Place of Public Engagement in the Liberal Arts College
Get PDFThe calls for academics to engage the public have grown, motivated by concerns for civic health and for maintaining public and political support for higher education and academic research. Whatever its value to the public sphere, there is still considerable uncertainty about whether and how public engagement counts–is it valued by colleagues and institutions in promotion and tenure decisions? We sought to provide evidence to assess the value of public engagement with experimental and observational methods set in a survey of faculty from seven liberal arts colleges. We find that public engagement is valued and engaged by these faculty, with variation observed by institution, mode of public engagement, and college division (arts faculty the most supportive and science faculty the least). We recommend institutions communicate clearly how they value public engagement; until that point, academics should tread carefully as they seek public audiences and partnerships
Consortial Collaboration and the Creation of an Assessment Instrument for Community-Based Learning
Get PDFThis article describes the development of the Community-Based Learning (CBL) Scorecard by a grant-funded consortium of liberal arts institutions. The aim of the scorecard was to promote assessment that improves student learning with an instrument that employs a quantitative scale, allowing for benchmarking across institutions. Extensive interviews with faculty who participated in the pilot (Charles & Choi, 2013), including specific perceptions of the value of using the scorecard to assess the students’ CBL experience and improve learning outcomes, were reviewed. Results indicated that the CBL Scorecard, with appropriate administration, serves as an adaptable tool for assessment of CBL that can provide timely feedback and reminders of best practices to faculty. Increasing student response rates, the scorecard’s value for faculty development, and improving the experience for community partners are discussed
The Curriculum Innovation Canvas: A Design Thinking Framework for the Engaged Educational Entrepreneur
Get PDFIntegrating literature on entrepreneurial business models and community-based experiential learning, we propose a new framework to advance the practice of curriculum innovation. Grounded in principles of design thinking, the curriculum innovation canvas provides a human-centered, collaborative, and holistic platform for instructors, curriculum developers, and administrators to engage in innovation and implementation of experiential courses or programs—particularly those that involve community or organizational partnerships. The canvas promotes a creative and fluid approach to curriculum development. It prompts the consideration of the value propositions offered to various stakeholders (students, community partners, faculty peers, etc.) as well as how to involve stakeholders in the development and implementation process toward mutually beneficial outcomes in a complex and challenging environment. Evidence from an extensive prototyping process indicates that it can effectively assist instructors, administrators, students, and community partners in a variety of contexts
Rebuilding Community After Katrina: Transformative Education in the New Orleans Planning Initiative
Get PDFConsolidating the Academics End of a Community-Based Participatory Research Venture to Address Health Disparities
Get PDFAlthough there is strong support for community engagement and community-based participatory research (CBPR) from public health entities, medical organizations, and major grant-funding institutions, such endeavors often face challenges within academic institutions. Fostering the interest, skills, and partnerships to undertake participatory research projects and truly impact the community requires an interdisciplinary team with the competencies and values to engage in this type of research. Discussed in this article is how a CBPR-focused team evolved at a southern university, with emphasis on the activities that supported group identity, contributed to its evolution, and positioned the group to speak with authority in promoting CBPR as a tool for addressing health disparities
Factors Influencing Elementary Mathematics Teachers’ Beliefs in Reform-Based Teaching
No full textI investigated a reform based teachers’ beliefs about the nature of mathematics, teaching mathematics, and learning mathematics, and the factors leading to their formation. I interviewed and observed a reform-based elementary mathematics teacher with 13 years’ experience teaching first grade. She held a Platonist/problem solver view of mathematics, explainer view of teaching, and an active view of learning and was influenced by her husband, preschool son, past teachers, certification, professional development, and teaching experience. I found personal factors outside of education could significantly support beliefs in reform-based teaching and speculate that reflection on personal factors could initiate belief change
