Evaluating public and community health programs
This book presents a participatory model for the evaluation of community health programs and policy interventions. It is a guide for public health and community health students, practitioners, and faculty to develop community-validated evaluation programs. Discussed are two evaluation frameworks that are most commonly used in public and community heath: the Donaldson three-step program theory-driven evaluation approach and the Centers for Disease Control and Prevention’s six-step Framework for Program Evaluation in Public Health. Methods in community assessment, planning, program design, quantitative and qualitative data collection, data analysis, and dissemination of findings are outlined as a step-by-step process to program evaluation….
Designing community-based courses: A guide for instructors to develop community partnerships and create public scholarship courses
This handbook is a guide for faculty, lecturers, graduate students, and staff to create, implement, or strengthen engaged scholarship courses. The handbook contains six sections: Engaged Public Scholarship, Building Campus-Community Partnerships, Developing Engaged Scholarship Courses, Supporting Student Engagement with the Community, Deepening the Learning with Reflection, Developing Evaluation and Assessment for Engaged Scholarship. Avila-Lynn, C., Rice K., & Akin, S. (2012). Designing community-based courses: A guide for instructors to develop community partnerships and create public scholarship courses. Cal Corps Public Service Center, University of California Berkeley. 3-45. Full Text.
Civic Engagement, Social Responsibility: Charleston, Baltimore, Ferguson – What should your campus do?
We don’t want soft thinking. We don’t want paternalistic forms of service. We want deep, rigorous, historically grounded reflection coupled with community-driven learning, cooperative development, and movement toward solidarity. Hartman & Kiely’s (2014) definition of global service-learning emphasizes the importance of understanding structures and power relations: Global service learning is a community-driven service experience that employs structured, critically reflective practice to better understand common human dignity; self; culture; positionality; socio-economic, political, and environmental issues; power relations; and social responsibility, all in global contexts (p. 60). An important component of structural thinking is historical thinking. When, through community-driven articulations of applied service…
South Carolina Poet Laureate Finds the Words for the Moment
When we’re told we’ll never understand Someone says a drug-related incident, someone says he was quiet, he mostly kept to himself, someone says mental illness, someone says a hateful and deranged mind, someone says he was a loner, he wasn’t bullied, someone says his sister was getting married in four days, a newsman says an attack on faith, a relative says his mother never raised him to be like this, a friend says he had that kind of Southern pride, strong conservative beliefs, someone says he made a lot of racist jokes, but you don’t really take them seriously like…
White Fragility: Why It’s So Hard to Talk to White People About Racism
Editor’s Note: As frequently mentioned here, global learning does not require crossing a national border. Indeed, engaging thoughtfully across cultures is sometimes even more challenging at home, where biases and assumptions are entrenched over lifetimes and generations. The 2014-15 academic year began with Ferguson and ended with Baltimore; now we have Charleston. At globalsl, we find it more important than ever to include a focus on domestic cross-cultural cooperation, learning, and community-driven development. With the permission of the Editor at The Good Men Project, where this content first appeared, we begin with a post that may support educators’ and community…
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…
Service-Learning Pedagogy and Practice
California State University, FresnoLEE 144S SERVICE-LEARNING PEDAGOGY AND PRACTICE (3 UNITS)Course InformationInstructor: Dr. Steven Hart Office: Kremen School of Education Room 247Email: smhart@csufresno.edu Phone: 559-278-0319Course Website: https://bb-app.csufresno.edu Course DescriptionPrepares students to design and implement service-learning in K-12 schools and community settings. Examines theoretical roots, methods of effective teaching practice, and academic, social, emotional outcomes for student learning. Practical experience involves implementing project with local school districts.Service-Learning and Course GoalsService-learning allows students to learn about and experience democracy in action by becoming engaged, contributing citizens and community leaders. By blending community service activities with the academic curriculum, service-learning transforms education into a process of learning in which students…
Fall 2015 Webinars – Save the Dates
Going to the Action: Stay Home? And Generation Abroad – Practitioner Wisdom (Wednesday, September 2, 1 pm EST) Global nongovernmental organizations dedicated to advancing development partnerships through cooperation with students and volunteers will speak to their mission-driven rationales for involving young people in these efforts. From a community-based, mission-centered focus, these veterans of cooperative development and collaborative community-campus partnership will share their perspectives on a call to “Help your Own Country” in the context of the values and commitments that lead their organizations to engage beyond national borders. A series of brief presentations will be followed by facilitated discussion. Panelists…
Advanced Agribusiness Applications
Advanced Agribusiness Applications – AGBS 170 – Fall 2012California State University, FresnoDepartment of Agricultural BusinessCourse No.: AGBS 170 I Instructor: Annette E. Levi, Ph.D. Time: TTH 2:00-3:15pm Office #: Peters Business 301Final: Thurs. Dec 20, 3:30pm E-mail: alevi@csufresno.eduLocation: S 145 Telephone: 559.278.3004Prerequisite: AGBS 110, 120, 130, 150, 160 and UD WritingCatalog DescriptionResearch methods applied to agricultural business, problem definition and solution formulation; data collection and analysis using statistics and other techniques. Culminating activities may include research proposal, feasibility study, project review, business plan, strategic management, case study, written reports and oral presentations. Service-Learning Course Portion AGBS 170 is a senior-capstone course where students will apply a…
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 %…
Global Health: Warnings, Best Practices, Articles, Resources
Our friends at The Working Group on Global Activities by Students at Pre-Health Levels (GASP) are focusing on, “the ‘pull factors’ of students being under the impression that premature hands-on patient care bolsters medical and health professions school applications.” A group largely consisting of medical professionals and professors, they are working to increase awareness of the risks of un-credentialed patient care. Their collective aim is to be sure undergraduates and even high school students are aware that inappropriate medical volunteering will not support their graduate or professional school applications. Several key resources are organized below, in addition to other content…
Case Studies from The 2015 International Service Learning Summit
DukeEngage hosted the third International Service Learning Summit (ISL),”Global Community Partnerships” on March 4-6, 2015, at the Durham Convention Center, in Durham, NC. The goal of the of this year’s summit was to bring together those involved in global, community-based, experiential or service-learning programs to discuss effective models and strategies for outreach and to create a community of practice designed to sustain collaboration after the meeting ends. Therefore, the Summit fostered an environment that encouraged active learning through select speakers, guided discussion, case studies, and interest groups with a focus on stakeholder inclusion and voice. DukeEngage has been kind enough…
Baltimore: Reframing the Narrative
We are fortunate to have this guest post from the Associate Director of Johns Hopkins University Student Outreach Resource Center (SOURCE). Global service-learning occurs everywhere there is deliberate, community-driven, cross-cultural engagement and service that includes critically reflective consideration of global structures, power, privilege, and positionality. Employing such a lens and set of commitments, we hope, will push us to co-create the building blocks of social justice. Clearly, SOURCE has some partners who may lift us and challenge us in these essential efforts. – EH “The temptation of course is to see this whole thing as an event. The temptation is to…
The Border Crisis & Global Citizenship: What's the role for higher education?
Last summer featured a brief debate on how best to address the presence of nearly 50,000 unaccompanied children in the US – Mexico border region. Yet the news coverage hardly mentioned that the children were merely the latest indicator of humanitarian crisis in a region where every year several hundred individuals dehydrate and die in a baking desert. This crisis has developed in near simultaneity with more than a decade of assertions from higher education leaders that we in colleges and universities either should—or indeed already do—create global citizens. And it reveals just how empty our global citizenship leadership has been. Or it illuminates the extent to which many who…
Global Development Professionals’ Advice: Don’t Serve with Children in Nepal
Eric Hartman Even before the 7.8 magnitude earthquake hit Nepal on April 25, it was an epicenter in a manufactured humanitarian disaster: orphanage tourism. The seemingly philanthropic practice of giving one’s time to help children in countries around the world has a demonstrably ugly side. Months ago, growing awareness of perverse incentives and significant research on child development led the US Embassy in Nepal to warn prospective orphanage volunteers that, “volunteering at such an organization may indirectly contribute to child exploitation.” Now UNICEF Nepal has partnered with other child well-being organizations to discourage post-quake volunteering with vulnerable children, particularly in…
Connect2Complete Resource Guide
The success of the C2C program has prompted Campus Compact to create this Resource Guide to help colleges implement the C2C model on their own campuses. The guide is designed for a broad range of audiences, including community engagement professionals, faculty, student leaders, administrators, and presidents. While resources contained within this guide were developed on the basis of the experiences, needs, and cultures of community colleges, the model has garnered interest from four-year institutions offering developmental education, which can adapt the information here for their own use. The guide is divided into four sections, each focusing on a different aspect…
SEMINAR: Dialogue, Discourse, Identity and Community
This is a two-semester, eight-credit Communication Honors Capstone course on Dialogue, Discourse, Identity and Community. This course also serves as an Integrative Experience for the Communication major. In the first semester (Fall 2012), we will cover a broad range of theories and methods for studying various aspects of the relationship between concepts of dialogue, language, identity, community based research and citizenship. Additionally, students will learn methods of dialogue facilitation and will participate in dialogues in class. Each student will develop a proposal to conduct an original research project on some relevant topic in the theory and practice of dialogue. The…
Doing and learning action research in the neo-liberal world of contemporary higher education
Understanding how action research can be practiced, taught, and learned in contemporary universities requires understanding the dominant structures that organize higher education in the 21st century. This article presents the neo-liberal and Taylorist structures affecting higher education and then places the practice and study of action research in this context to outline ways action research could contribute to an improved future for higher education. Greenwood, D. J. (2012). Doing and learning action research in the neo-liberal world of contemporary higher education. Action Research, 10(2), 115–132. Full Text.
Bill Gates Reflects on Students' Global Community Engagement
Excellent question from a Cornell University freshmen sparks thoughtful reflections on global engagement and political voice from one of the world’s leading philanthropists: https://www.youtube.com/watch?feature=player_detailpage&v=z0ppJRXDXq0#t=1252
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