Navigating international, interdisciplinary, and indigenous collaborative inquiry
This report describes how members of the Yup’ik, Inupiat, Eveny, Inuit, and Sámi communities came together to develop and negotiate a research agenda to study indigenous youth in five international circumpolar communities. The planning workshop involving youth, adult community members, and academics is examined as a participatory methodology for international communities conducting research with shared interests. This paper is therefore useful to faculty and communities engaging in international participatory research projects or partnerships. Ulturgasheva, O., Wexler, L., Kral, M., Allen, J., Mohatt, G.V., & Nystad, K. (2012) Navigating international, interdisciplinary, and indigenous collaborative inquiry. Journal of Community Engagement and Scholarship,…
Engagement enacted: Essentials of initiating an action research project
The term “engagement” in action research often refers to the participation and involvement of the research participants. In this article the authors take another angle, and explore the concept of engagement in relation to the main action researcher. Using an auto-ethnographic approach, the authors illustrate that the involvement and “closeness” of the action researcher, although necessary, can also have a darker side as people have the tendency to get trapped in their own beliefs and prejudices. They provide suggestions for how action researchers can realize productive engagement by using concepts such as mindfulness and mindsight. Snoeren, M., Niessen, J., &…
Adapting western research methods to indigenous ways of knowing
This article is a call for exploring, valuing and using Indigenous knowledge and methods on an equal footing with Western knowledge and methods, and for integrating Indigenous and Western methods when appropriate. The authors present a case study of an intervention research project to exemplify a clash between Western research methodologies and Indigenous methodologies, and how they attempted reconciliation. They provide implications for future research based on lessons learned from their Native American community partners, who voiced concern over methods of Western deductive qualitative analysis. Simonds, V. W., & Christopher, S. (2013). Adapting western research methods to indigenous ways of…
Principles and practices for public scholarship and teaching
Does engaged scholarship play an important role in the revitalization of the humanities in the 21st century? Author Gregory Jay asserts that “the future of the humanities depends upon two interrelated innovations: the organized implementation of project based engaged learning and scholarship, on the one hand, and the continued advancement of digital and new media learning and scholarship, on the other hand” (Jay, 51). This paper discusses examples of engaged humanities and the institutional obstacles they face, concluding with a prediction on how new media is changing “the public” and thus shaping opportunities for scholarship and engagement. Jay, G. (2010)….
Participatory action research as the approach for women’s empowerment
Women’s empowerment is key to the health and rights of women worldwide, and achieving women’s empowerment requires approaches that “promote participation and incite action”(Aziz, 303). This paper describes Aga Khan University’s (AKU) participation in Women’s Empowerment in Muslim Contexts (WEMC), a five-component study that used a participatory action research approach. The AKU-WEMC “adapted the participatory rural appraisal (PRA) tools to explore women’s perceptions and reflections on their existent situation and aspired needs with respect to empowerment, community’s overall health, mental health, reproductive health, daily work load, access to resources, participation in decision-making and violence against women” (Aziz, 103). A five-step…
Community-based archeology: Research with, by, and for indigenous and local communities
The past two decades have brought important changes to the ways archaeologists engage with indigenous, descendant, local communities and the public at large. This book outlines the principles of CBPR and demonstrates how CBPR can be effectively applied to archeology. It provides theoretical discussions as well as practical examples of CBPR in archeology. Atalay, S. (2012). Community-based archeology: Research with, by, and for indigenous and local communities. Berkeley, California: University of California Press. Full Text.
Corporate and Nonprofit Media Projects
MCJ 118S Corporate and Nonprofit Media Projects Spring 2010 SYLLABUS CATALOG DESCRIPTION Prerequisites: MCJ 30 and 115. Advanced study of the planning, organization, and execution of media production techniques for informational and educational communications projects for corporations and nonprofits; a service learning approach provides practical experience working in production teams with clients. (2 lecture, 2 lab hours, 3 Units.) COURSE PURPOSE AND OBJECTIVES The purpose of this course is to explore the production of media for use in the corporate and non-profit organizational environment. Through a combination of lecture and service learning activities you will gain experience in planning and…
The Latino Community of the D.C. Metropolitan Area
Instructor: Marcy Fink Campos, Ed. S. American University mfcampos@american.edu The Latino Community of the D.C. Metropolitan Area Spring 2014 American Studies 340.001 CB Course Overview and Methodology This course explores the Latino community of the Washington, D.C. metropolitan area, its history and origins, as well as current challenges and contributions. The DC/MD/VA (DMV) region is estimated to house about 805,000 Latinos, and over 250,000 are of Salvadoran origin. According to the 2010 census, 9.1 %…
Campus Election Engagement Project – Engagement Needs Assessment
Campus Electoral Engagement Needs Assessment
Scholarship in Public: Knowledge creation and Tenure Policy in the Engaged University
In this comprehensive report Imagining America’s Tenure Team discusses and recommends rationales, policies, and strategies for strengthening public engagement within a continua of: 1) scholarship with which academic public engagement has full and equal standing, 2) scholarly and creative artifact, 3) professional pathways for faculty, including the choice to be a civic professional, and 4) actions for institutional change Emphasis is on enabling engaged faculty to prepare for and successfully gain tenure and promotion. Curricular models are also provided. Ellison, J & Eatman, T. (2008). Scholarship in public: Knowledge creation and tenure policy in the engaged university, Imagining America, Syracuse…
Towards the recognition and integration of action research and deliberative democracy
This article asserts that the shared underlying value systems of action research (AR) and deliberative democracy (DD) can mutually reinforcing, with the former especially being a powerful means for engaging the academy in the latter. AR and DD are both grounded in principles of inclusion, equity, the co-generation of knowledge, and action. In making the case for the integration of AR and DD, the authors describe their commonalities and place AR in the context of other forms of engaged scholarship. They review outreach scholarship, community-based research and other forms of participatory research, examining each in terms of their alignment with…
Involving urban planning, social work, and public health faculty members in the civic renewal of the research university
What are some strategies for involving urban planning, social work, and public health faculty members in the civic renewal of the research university? At a time when citizens have “disengaged from democracy,” and universities have deemphasized their civic mission, this article examines ways in which these faculty members might join together and formulate strategies which complement their shared professional and public purposes on campus and in the community. Checkoway, B. (2008). Involving urban planning, social work, and public health faculty members in the civic renewal of the research university. Journal of Planning Education and Research, 27(4), 507-511.
Diversity, Community & Service
REQUIRED TEXTS (available at PC Bookstore) Margaret L. Andersen & Patricia Hill Collins, eds. Race, Class, and Gender: An Anthology. Charles Taylor, et al. Multiculturalism. …and other readings to be provided in class. COURSE DESCRIPTION One of the core requirements for Public Service majors and minors, this course is offered for the first time this spring. As such, I will be experimenting with format, reading materials, and assignments. You will have as much to say about the final form this course takes as this syllabus– to borrow (sort of) my colleagues’ words, this will not be a “virtual syllabus,” but…
The Urban Teacher Education Program
The Urban Teacher Education Program, where MCTC students enrolled in an AA degree program with a focus on urban education are given exposure in real classrooms at the elementary, middle and secondary school levels. These service-learning experiences occur in many urban schools across the Twin Cities area. Website
Public Policy: The Homeless
The University of San Francisco’s public policy course on the homeless integrates service, participation in the political process and community needs and concerns. Guided by Professor of Politics, Roberta Ann Johnson, and SIster Marie Ignatius Clune of campus ministry, students serve the San Francisco homeless population for a minimum of four hours per week for eleven weeks in addition to the accompanying 3-unit course. The course also included readings and guest lectures by a government agency representative, shelter coordinators and advocates for the homeless. Students kept journals to evaluate their efforts and to relate their volunteer experiences. According to Professor…
Senior Integrative Seminar in Women’s Studies
The Senior Integrative Seminar in Women’s Studies is an interdisciplinary course which draws from scholarship in history, English, philosophy, political science, psychology, and religion. The course is designed to serve as a “”capstone”” experience for women’s studies majors and graduating seniors interested in women’s issues. Through service-learning, students are encouraged to draw connections between the personal and the political and to recognize that ultimately, the status of women depends on the collaboration and creativity of women working together across the boundaries of race, class, and sexual orientation. The service-learning component of the course concentrates on promoting education and providing assistance…
Theology: Service and Christianity
Community service is strongly rooted in virtually all religious traditions. At St. Francis College, students learn to see the connection between service and Christianity in a variety of ways. Service-learning courses and research are peppered throughout the religious studies department. In Religion as Community Activism, students study and research the connection between values and action as they serve disabled children and adults at a nearby center. In Human Sexuality and Christian Marriage, students study issues of culture, ethnicity, and gender while serving at the local women s shelter or Take Back the Night program. All of this begins with a…
The Great River Greening Project: urban land restoration projects
The Great River Greening Project, a non-profit community-based organization, where biology students will participate in urban land restoration projects. This project is paired with the “”Race to Save the Planet”” learning community, an integration of the Environmental Science, Ethics, and Environment, Politics and Society courses into one interdisciplinary course. The Great River Greening Project
Urban Communities course
For two decades now, students at Augsburg College have known that Garry Hesser s courses were different. Students who took them weren t asked just to know the material, they were asked to study it in the community. By following a semester of one of Dr. Hesser s courses entitled, Urban Communities, we can draw a picture of a high-quality curricular service-learning experience. In order to learn about urban communities, Professor Hesser tells students on their first day of class, you will use the community as your laboratory. Students are pleased to hear this, many of them having enrolled because…
Office for the Community Agenda: a model of campus support for community engagement
One of the clearest signs that an idea is valued on campus is that it has its own office. Just a few years ago, campuses with designated offices for community service were the exception. Today, they are the rule, with the vast majority of Campus Compact member institutions reporting that they have a centralized office for community service-learning on campus. Some of these centers focus on providing support to student service projects. Others provide support to faculty service-learning efforts. Still others focus on their relationship with the community. The Office for the Community Agenda based at the Maricopa Community Colleges…
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