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Community-Engaged Write-Ins, Workshops, and Retreats: Supporting Scholarly Writing Success Through a Continuum of Professional Development
No full textDespite pressures and incentives, faculty, academic staff, and graduate students struggle to turn outreach and engagement activities into scholarly publications. Publishing challenges include competing professional responsibilities, limited collegial support, difficulty in prioritizing time to write, professional isolation, and lack of confidence in writing skills. Community-engaged scholars and practitioners face additional challenges: publishing about the partnership process, incorporating community partner voices, lack of mentorship, and difficulty identifying appropriate journals for their work. Research shows these barriers are especially challenging for junior faculty, female faculty, and faculty of color. In response, an outreach and engagement office and campus writing center partnered to offer a continuum of professional development for community-engaged writing and publishing. The authors overview the conceptual framework to support scholarly publishing, detail the professional development continuum (online materials, consultations, write-ins, workshops, retreats), and provide evaluation data on participant impact. Authors conclude with reflections on their intrainstitutional partnership and lessons learned
Using Reflexive Agency to Develop Career Readiness and Address Social Inequities
No full textThe purpose of this study was to engage students in critical reflection pertaining to critical service-learning as a vehicle to transform beliefs and perspectives regarding equity and social justice in a community. The authors engaged in personal self-formation with an emphasis on reflexive agency to unpack course requirements, critical service-learning requirements, and connection to career readiness. Student responses while engaging in critical service-learning grounded the process of critical reflection. This study can be replicated across universities and has many implications for course development and university-wide implementation of critical service-learning
New Forms of International Community-Engaged Learning: Unveiling the Benefits and Limitations of a Digital Open-Source Global Justice Investigations Lab
No full textGlobalization and digital technology have transformed how knowledge is shared, but they have also amplified the spread of misinformation— challenges now intensified by advances in artificial intelligence. To navigate this landscape, students must develop digital literacy and learn to critically assess open-source materials. One key area is digital open-source investigation (OSI), which teaches students to identify, collect, verify, and analyze materials like news reports, social media posts, and satellite imagery. These skills are essential for addressing contemporary global issues. This article explores the benefits and limitations of Utrecht University’s 2023–2024 digital OSI Lab, developed within the framework of international community-engaged learning (ICEL). Using qualitative analysis, including student surveys and reflections, we found that students of this lab not only gained a deeper understanding of global justice but also developed greater awareness of their own positionality within complex global contexts—an outcome fostered through structured reflection and experiential learning
Introduction to the Special Issue on International Community-Engaged Learning (ICEL)
No full textIntroduction to the Special Issu
Facilitating Mathematical Reasoning through Team-based Learning: Review and Discussion of Current Practice
No full textTeam-based learning (TBL) is a flipped classroom model, where small group discussions and peer learning play a central role. Some of its features, such as scalability to large classes and a high degree of structure, together with a well documented success rate in other fields, could make TBL an attractive option for the mathematics educator wishing to transform their teaching. This article surveys available peer-reviewed literature to provide an overview of current use of TBL in mathematics, summarizes findings and based on these, discusses TBL’s potential to support mathematics learning. We pay particular attention to if and how TBL can be leveraged to shift student focus from procedural towards conceptual learning and more creative forms of mathematical reasoning
The Mathematics Identity Bicycle: A Metaphor for the Role of Agency in Mathematics Learner Identity Development
No full textIn this conceptual paper, I trace the role of agency in mathematics learner identity development across several empirical studies to illuminate understanding of how researchers have conceptualized agency as it relates to identity in mathematics education research. Building on this line of research, I propose an adapted conceptual framework for examining the role of agency in mathematics learner identity development through attention to both micro and macro influences on mathematics learners. I argue that such a conceptual framework is needed to support novel research involving equity in mathematics education. Finally, I offer the metaphor of “the mathematics identity bicycle” to aid in understanding how this conceptual framework might be taken up by other researchers in the pursuit of equity in mathematics education
Retail Investors and Investment Fraud Victims: Is There a Connection?
No full textThis study analyzed specific characteristics of investment fraud victims. Logistic regressions on a national sample of retail investors revealed that overconfident and financially literate investors shared several characteristics with victims of investment fraud. While overconfident investors were the most comfortable with market regulation and making investment decisions that assumed high amounts of risk relative to investment returns, financially literate investors surpassed them in the frequency of annual trading and portfolio allocation to stocks. Surprisingly, overconfident investors favored due diligence via background checks on investment professionals, while financially literate investors did not. Overall, males and younger investors tended to share characteristics with investment fraud victims
Is Using a Financial Advisor Related to Cryptocurrency Investment?
No full textDo financial advisors recommend cryptocurrency investment within a household portfolio? Cryptocurrencies have emerged in popularity as households seek to maximize returns. Financial advisors are expected to provide beneficial advice for a household in managing financial decisions including investments. The existing literature has examined this relatively new form of investing and found some determinants for cryptocurrency investment but has not sufficiently explored the association between this investment option and the investor’s use of a financial advisor. With data from the 2018 wave of the National Financial Capabilities Study (NFCS), this paper examines the relationship between cryptocurrency investment and the use of a financial advisor for American investors. The results suggest that investors who use a financial advisor are more likely to be invested in cryptocurrencies. Additional determinants seen in previous works are also confirmed in the current study; showing that men, younger investors, married investors, and investors with a higher tolerance for risk are more likely to have cryptocurrency investments