Publisher: U of Georgia   (Total: 2 journals)   [Sort by number of followers]

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Georgia J. of Intl. and Comparative Law     Open Access   (Followers: 3)
J. of Higher Education Outreach and Engagement     Open Access   (Followers: 12, SJR: 0.245, CiteScore: 1)
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Journal of Higher Education Outreach and Engagement
Journal Prestige (SJR): 0.245
Citation Impact (citeScore): 1
Number of Followers: 12  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1534-6102
Published by U of Georgia Homepage  [2 journals]
  • 26(3) Editorial Board

    • Abstract: 26(3) Editorial Board
      PubDate: 2022-12-15
      Issue No: Vol. 26, No. 3 (2022)
  • Measuring Cognitive and Social-Emotional Development in Faculty Preparing
           for Service-Learning Facilitation

    • Authors: R. Tyler Derreth, Vanya Jones, Mindi Levin
      Abstract: The ongoing proliferation of service-learning as an institutionalized pedagogy in higher education has made effective faculty development essential. This study offers a conceptual framework, based in sociocultural theory, that establishes the importance of cognitive and social–emotional development to prepare faculty for service-learning facilitation. Through a longitudinal quantitative analysis of self-reported progress, 35 faculty over seven cohorts who matriculated through a service-learning faculty development program reveal their perceived confidence and capability to facilitate service-learning courses prior to implementation. The study finds that improved cognitive and social–emotional development increases faculty members’ confidence in their ability to facilitate courses. Further, the pre/posttest can act as a formative assessment to identify faculty who need further support in their development before engaging with community partners and historically marginalized populations. Ultimately, this measure provides a valuable tool in avoiding the entrenchment of damaged university–community relationships from ineffective instructor facilitation.
      PubDate: 2022-12-15
      Issue No: Vol. 26, No. 3 (2022)
  • Assessing Tolerance of Ambiguity and Locus of Control in a
           Service-Learning Course

    • Authors: Toni S Whitfield, Timothy C. Ball
      Abstract: Students from a regional state university participated in a semester-long project in community service-learning with local community nonprofit agencies to plan, promote and implement an event. Student tolerance of ambiguity, locus of control, and affective learning were evaluated before the beginning of the course and after completion of the project. Results from this study demonstrated that students’ sense of control was enhanced by the service-learning project component of the course. In addition, they exhibited an increase in intolerance of ambiguity.
      PubDate: 2022-12-15
      Issue No: Vol. 26, No. 3 (2022)
  • E-Service-Learning in Higher Education: Modelization of Technological
           Interactions and Measurement of Soft Skills Development

    • Authors: Irene Culcasi, Claudia Russo, Maria Cinque
      Abstract: Current higher education policies require universities to prepare students for integration into an ever-changing society where knowledge and hard skills rapidly become obsolete. Soft skills are the new alphabets of the 21st century. Service-learning is a pedagogical approach that has positive effects on soft skills development. What about its virtual version, e-service-learning (e-SL)' Can students develop soft skills through technology' This research closes the literature gap on the potential benefits of e-Service-Learning Hybrid Type II during the pandemic scenario. This study also presents a new categorization of technological interaction types in e-SL related to students’ skill levels. The findings provide insights into the benefits of e-Service-Learning Hybrid Type II as a suitable strategy for students’ personal skills development in leadership and self-evaluation. Our results also show how e-service-learning is useful in raising students’ awareness of the soft skills they need for their future professional careers.
      PubDate: 2022-12-15
      Issue No: Vol. 26, No. 3 (2022)
  • Graduate Student Participation in K-12 Science Outreach: Self-Reported
           Impact on Identity and Confidence of STEM Graduate Students

    • Authors: Allison Matthews, Renato Mazzei, Anne McAlister, Brianna Mills, Yiqing Song
      Abstract: Graduate students often serve as a liaison between a university and its surrounding community through their participation in educational outreach programs. Astronomy graduate students’ responses to open-ended survey questions about their experience volunteering with an educational outreach program were qualitatively coded to investigate how participating in educational outreach influenced their identity and self-efficacy as scientists and educators. We found that ‘connecting with students’ and ‘difficulty managing behavior’ enhanced and diminished, respectively, participants’ confidence and identity as scientists and educators. We suggest ways in which universities and departments can aid graduate students’ experience in educational outreach and the myriad of benefits that the individual, university, and community may reap when a higher value is placed on participation in educational outreach in graduate programs.
      PubDate: 2022-12-15
      Issue No: Vol. 26, No. 3 (2022)
  • Using Experiential Education in Health Professions Training to Improve
           Health Equity: Lessons Learned from Interviews With Key Informants

    • Authors: India J. Ornelas, Malaika Schwartz, Janice A. Sabin, Bianca K. Frogner
      Abstract: Health professions students can increase their understanding of how social determinants impact health equity through experiential learning opportunities. Using key informant interviews with faculty and staff familiar with experiential education programs in medicine, dentistry, nursing, pharmacy, public health, and social work, we sought to identify key features and best practices to inform the broader implementation of these programs. Interviews were recorded and compiled notes were reviewed to identify common themes across programs. Experiential learning helped teach students competencies related to health equity. However, many programs were challenged by limited infrastructure and the need for faculty training on health equity topics. Key informants noted that programs should be linked to accreditation and curricular requirements. Strong community partnerships also facilitated successful program implementation. Our findings can help guide other schools considering experiential learning programs, as well as future research in this area.
      PubDate: 2022-12-15
      Issue No: Vol. 26, No. 3 (2022)
  • Hoffman, A. J. (2021). The Engaged Scholar: Expanding the Impact of
           Academic Research in Today’s World. Stanford University Press. 184 pp.

    • Authors: Sheila A. Martin
      Abstract: In The Engaged Scholar, Andrew Hoffman asks us to consider the question, “Why did you choose to become a professor, and what kind of academic do you want to be'” (p. 23). In my case, my experiences prior to academia set me on a path that predisposed me to a particular academic role. As a research economist at RTI International, my job was to answer questions posed by federal and state agencies, utilities, or foundations. A common question was something like, “How much will it cost for industry to implement this new regulatory measure, how will the cost affect the price of the final product, and how does that compare to the degree of added health or safety it might provide'”
      PubDate: 2022-12-15
      Issue No: Vol. 26, No. 3 (2022)
  • Higher Education Outreach via Student Organizations: Students Leading the

    • Authors: Jennifer A. Jones, Elaine H. Giles
      Abstract: Higher education outreach and engagement often occurs through student volunteering. Student organizations are one understudied and undertapped mechanism that facilitates such connections. We examined the experience of student leaders of student organizations that promoted volunteerism among their members. The mixed-methods study included a survey (n = 26) and follow-up interviews (n = 5). We found that participants’ organizations were highly involved in the community and that participants gained valuable leadership skills in this role. We also found that participants had relatively little insight concerning the community partners’ experience of the collaboration. We identified sampling as a unique challenge for this theoretical population and, in the discussion, provide considerations and recommendations for future scholars.
      PubDate: 2022-12-15
      Issue No: Vol. 26, No. 3 (2022)
  • Creating a Community–Academic Partnership: An Innovative Approach to
           Increasing Local Community Capacities to Address Substance Misuse

    • Authors: Dane Minnick, Jean Marie Place, Jonel Thaller
      Abstract: Using a case example from a mid-sized town located in East Central Indiana, this article illustrates the development and implementation of a Community-Academic Partnership (CAP), a novel approach to addressing substance misuse in local communities. A CAP can be defined as a formal, strategic partnership between the local community and university faculty, staff, and students that seeks to increase the community’s harm-reduction, prevention, treatment, and recovery capacities and unify the effort to address addiction in the region.  Details are provided on the key elements that compose a CAP; how this type of coalition can be developed and implemented without funding; the methods used to formulate the coalition’s mission statement, organizational design, and strategic objectives; and the types of outcomes the coalition can expect to produce if implemented successfully.       
      PubDate: 2022-12-15
      Issue No: Vol. 26, No. 3 (2022)
  • 26(3) Table of Contents

    • Abstract: 26(3) Table of Contents
      PubDate: 2022-12-15
      Issue No: Vol. 26, No. 3 (2022)
  • 26(3) Entire Issue

    • Abstract: 26(3) Entire Issue
      PubDate: 2022-12-15
      Issue No: Vol. 26, No. 3 (2022)
  • A Framework to Understand and Address Barriers to Community- Engaged
           Scholarship and Public Engagement in Appointment, Promotion, and Tenure
           Across Higher Education

    • Authors: Helen Sdvizhkov, Kathryn Van Zanen, Neeraja Aravamudan, Elyse L. Aurbach
      Abstract: Scholarship addressing public and community engagement in tenure and promotion often invokes Ernest Boyer’s landmark 1990 report, Scholarship Reconsidered: Priorities of the Professoriate, and goes on to lament the lack of progress made in the three decades that have followed. This review intervenes: We synthesize extant scholarship on community-engaged scholarship and public engagement (CES&PE) in appointment, tenure, and promotion (APT); lay out three central challenges to the advancement of CES&PE; review the strategies institutions and individuals have leveraged to advance more equitable and effective processes; and caution against potential inadvertent, damaging consequences of reforms focused solely on CES&PE. We argue not only that recognition for CES&PE in APT is essential for fulfilling the institutional missions of universities for the public good, but also that it is essential to advancing diversity, equity, inclusion, and justice on college and university campuses.
      PubDate: 2022-12-15
      Issue No: Vol. 26, No. 3 (2022)
  • Theorizing Relationships in Critical Community Engaged Research:
           Justice-Oriented Collaborations as Resistance to Neoliberalism

    • Authors: Dani O'Brien, Kysa Nygreen, Jen Sandler
      Abstract: Academic writing about community-engaged research has long emphasized the importance of relationships and examined practices of relationship-building. Critical scholars have further argued that the neoliberalization of higher education distorts and narrows the quality of relationships in community-engaged research, a change that makes attending to relationships simultaneously more challenging and more important. Taking these observations as our starting point, in this reflective conceptual essay we draw from our experience as community-engaged researchers to reflect on the meaning, significance, and practices of relationship-building, particularly in the context of academic neoliberalism. We call for a reframing of relationships as an outcome (rather than simply a means) of community-engaged research, and as a network (rather than a binary) that builds collective power. Furthermore, we call on community-engaged scholars to reclaim and center relational practices. We argue that rethinking relationships in this light can be a form of resistance to academic neoliberalism.
      PubDate: 2022-12-15
      Issue No: Vol. 26, No. 3 (2022)
  • Higher Education Institutions’ Roles in Strengthening Local Capacity for
           Community Development: An Analytical Framework

    • Authors: Carmen Luca Sugawara
      Abstract: Responding to an ongoing disconnect between higher education institutions (HEIs) and contemporary challenges communities face worldwide, universities can become a driving force to strengthen communities’ capacity toward innovative solutions to the challenges they face. This article introduces an analytical framework that provides a roadmap to design, examine, and measure the potential contributions of community-engaged university education in strengthening local capacity for community development (LCCD). The framework proposes three pillars of analysis: community assets, functioning capacity, and transformational capacity. Better understanding the contribution of community-engaged university programs in strengthening LCCD can create the conditions for local communities to leverage their power to foster positive social change while universities reexamine the way they engage communities. Finally, the article discusses implications for social development actors involved in promoting local capacity development to strengthen democracy and civic engagement and the benefits of involving HEIs as key stakeholders for social development.
      PubDate: 2022-12-15
      Issue No: Vol. 26, No. 3 (2022)
  • Doing What We Can With What We Have: Engaged Scholarship Among Community
           Psychology Doctoral Students

    • Authors: Katherine Cloutier, Kathryn A. V. Clements, Sara McGirr
      Abstract: Graduate students newly embarking on community-engaged scholarship often find themselves in a unique context, wherein as students they may enjoy a wealth of opportunities but a dearth of other resources that contribute to quality community-engaged research. This reflective essay explores how three ecological–community psychology doctoral students used their student status to leverage opportunities for community-engaged research despite resource-limited/shifting resource situations. After positioning the essay within existing thought and research, each author provides an in-depth description of a community-engaged project. Each vignette includes an assessment of the level of community engagement during various phases of the project using Doberneck and Dann’s (2019) abacus for collaboration. The authors then reflect on commonalities among their approaches and lessons learned and conclude with recommendations for graduate students and their mentors who may be operating in opportunity rich, resource poor contexts.
      PubDate: 2022-12-15
      Issue No: Vol. 26, No. 3 (2022)
  • A Visual Model for Critical Service-Learning Project Design

    • Authors: Jason Wollschleger
      Abstract: Drawing from Stith et al.’s (2018) Critical Service-Learning Conversations Tool, this article provides a visual model for developing critical service-learning projects. This model proposes to assist the analysis of critical service-learning projects by grounding them in contemporary scholarship and literature. The model also reveals the interplay of the five key themes in critical service-learning literature: understanding systems, authentic relationships, redistribution of power, equitable classrooms, and social change skills.
      PubDate: 2022-12-15
      Issue No: Vol. 26, No. 3 (2022)
  • Are the International Components of Global Learning Programs Ethical and
           Appropriate' Some Considerations Utilizing a Fair Trade Learning

    • Authors: Mathew H. Gendle, Amanda Tapler
      Abstract: Educational approaches that emphasize engagement within community-based contexts in both domestic and international settings are widely recognized as high-impact pedagogical practices. However, the international components of global learning programs are increasingly being viewed through rigorous ethical lenses as the potential and actual harms of these initiatives have become more widely recognized. Six common criticisms of international components embedded within global learning programs are highlighted in this essay, along with responses and counterpoints to each. We assert that although each of these concerns warrants significant discussion, all six can be satisfactorily addressed using proactive and ethical strategies that are already employed in best-practice community-based global learning (CBGL) work.
      PubDate: 2022-12-15
      Issue No: Vol. 26, No. 3 (2022)
  • 26(3) Note from the Editor

    • Authors: Journal of Higher Education Outreach; Engagement
      Abstract: 26(3) Note from the Editor
      PubDate: 2022-12-15
      Issue No: Vol. 26, No. 3 (2022)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762

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