JournalTOCs

PRISM : A Journal of Regional Engagement
Number of Followers: 1

This is an Open Access Journal

Open Access journal
ISSN (Print) 2160-892X
Published by Eastern Kentucky University

[6 journals]

Assessment of the Effect of Service-Learning in Nanoscience on
Student's Depth of Learning and Critical Thinking
- Authors: Rebecca Cebulka et al.
  Abstract: Assessment of the Effect of Service-Learning in Nanoscience on Student’s Depth of Learning and Critical Thinking Depth of learning and critical thinking skills in a new Nanoscale Science and Technology course which incorporates service-learning was investigated in a sample of 12 undergraduate students at the University of Central Florida. Students were given a Nanoscience pre- and post-test, as well as asked to write two drafts of a final critical reflection at the end of the course. The overall learning of students was assessed, and results clearly show improvement between both pre- and post-tests and the draft and final versions of the critical reflections. We associate this improvement at least in part with the service-learning experience.
  PubDate: Mon, 04 Dec 2017 12:36:06 PST
Toward a Deeper Appreciation of Participatory Epistemology in
Community-based Participatory Research
- Authors: Karie Jo Peralta
  Abstract: The purpose of this article is to advance an understanding of a key philosophical underpinning that is necessary for projects to become authentically community-based, that is, an epistemology that is “participatory.” This theory of knowledge has critical importance for realizing Community-based Participatory Research (CBPR) in regions around the world. To demonstrate the significance of participatory epistemology in CBPR, this article examines and rethinks traditional CBPR approaches through a community-based lens, presents a critical understanding of the link between CBPR theory and practice, and offers a perspective to move beyond the typical theory-practice debate. The central message for future community-engaged scholars is that a particular epistemological stance sustains the entire CBPR operation. With this insight, they should be able to gauge accurately the progress of a project and act in concert with a community.
  PubDate: Mon, 04 Dec 2017 12:36:03 PST
Community Engagement in a Former Steel Town: The Role of a Living-Learning
Community
- Authors: Stephanie A. Wilsey et al.
  Abstract: Prior research indicates that Living-Learning Communities (LLC's) can help promote college students' community engagement. This applied research, a mixed-methods program evaluation, investigated the extent to which an LLC situated in a mid-Atlantic former steel town enhanced college students' community engagement and feelings of attachment to the community. The evaluation involved interviewing and surveying current and past students from the LLC as well as community neighbors living near the LLC. Results indicated that students increased their feelings of connectedness to the community and neighbors expressed a desire for long-term engagement with City House. The program evaluation suggested multiple contributors to student-community engagement; specifically, the role of a) proximity in maximizing student interactions with diverse others, b) shared vision between students and community members, c) academic preparedness for students' civic engagement, d) informal community interactions. While student time management can be a concern, the program evaluation supported the role of LLCs in reducing students' disengagement within communities.
  PubDate: Mon, 04 Dec 2017 12:36:00 PST
Reciprocity and Reflection in Community-based Study Abroad Courses in
Rural Costa Rica
- Authors: Genny D. Ballard et al.
  Abstract: This manuscript will examine two high-impact practices in academia, community-based learning, and study abroad. The authors discuss the benefits of both practices and how pairing the two can benefit not only future educators but future leaders. This model provides students with the opportunity to become more globally competent through their time in another culture. Throughout this immersion, college students taught English in the context of reading, mathematics, science, or social studies. Critical and analytical reflection was a significant aspect of their college course. At the conclusion of their community-based study abroad course, students were asked to synthesize a final report referencing earlier reflections. Experiences both positive and negative are shared to provide a realistic picture of how college students might maneuver the dual role of student and community provider.
  PubDate: Mon, 04 Dec 2017 12:35:57 PST
A Taste of Learning: A Collaborative Early Childhood Pilot Project at
Grocery Stores
- Authors: Helene A. Harte et al.
  Abstract: A Taste of Learning, a community initiative involving several collaborating agencies, has two primary foci: 1) To encourage healthy food decision-making at grocery stores and 2) to have families of young children engage in fun learning opportunities while grocery shopping. This paper provides an overview of the pilot project, which was implemented at two Remke Market stores, the preliminary findings, and the lessons learned from working with multiple partnering agencies.
  PubDate: Mon, 04 Dec 2017 12:35:52 PST
Service as a Component of Graduate Training in Professional Psychology
- Authors: Christen T. Logue et al.
  Abstract: This article examines the outcomes of a Community Service Weekend in Residence (CS-WIR) program for students engaged in graduate training in professional psychology. The data were collected from eight clinical psychology students’ feedback about their experiences during the CS-WIR as well as self-reports of perceived satisfaction and impact on various areas of professional development. Results suggested that students were satisfied with their experience in the CS-WIR and perceived that the weekend contributed to their professional development, even though the tasks of the community service project differed from tasks typical to training in professional psychology. Further, students voluntarily identified the community service project as one of the most beneficial aspects of the entire experience in terms of their professional development and noted that the likelihood to engage in future service had been significantly impacted as a result of their participation.
  PubDate: Thu, 26 May 2016 11:21:12 PDT
Income Tax Workshop for Child Care Providers: A University-Community
Partnership
- Authors: Trish Isaacs
  Abstract: A community agency in Southeastern Kentucky partnered with a credit union and an income tax class to address the needs of child care providers in its service region. The agency provided training and a financial literacy curriculum for constituent child care centers. With the credit union, it provided financial literacy support for families served by the child care centers. With the income tax class, it provided an income tax workshop tailored for child care providers. The tax workshop for child care providers is the focus of this article. Background information on the region is given, followed by a review of service-learning literature as it relates to the class project. Then the workshop itself is described, followed by a discussion of the feedback received. Challenges faced by students and by the community agency are addressed.
  PubDate: Sun, 13 Dec 2015 11:35:53 PST
Predicting Volunteer Motives among University Faculty and Staff: A
Functional Approach
- Authors: Richard J. Harnish et al.
  Abstract: Anchor institutions tend to be non-profit organizations that are spatially immobile and are an economic engine for their communities. Because of pressures on institutions of higher education to generate new revenue, it may be more difficult for such institutions to meet the criteria or maintain their status as an anchor institution. In this article, we argue that volunteerism may be one means to strengthen partnerships in the community thereby assisting the university or college in their attempts to meet the criteria or maintain their status as an anchor institution. Volunteerism is an other-oriented prosocial behavior in which one’s self is given freely to benefit an individual, group, or organization. Using a functional perspective, we identify the motivations for becoming involved in volunteer activities among faculty and staff. Results suggested that only values motives (i.e., altruistic and humanitarian concerns for others) predicted volunteering in the community, while both values and enhancement motives (i.e., desire to increase self-esteem) predicted service to the university, campus, and profession. Implications for encouraging volunteer activities among faculty and staff are discussed so that institutions of higher learning can meet the criteria or maintain their status as an anchor institution.
  PubDate: Sun, 13 Dec 2015 11:35:52 PST
The Relationship between Enrollment in Service Learning Courses and Deep
Approaches to Learning: A Campus Study
- Authors: Thomas W. Hahn et al.
  Abstract: Utilizing 2012 National Survey of Student Engagement (NSSE) data for both freshmen and senior students on a college campus, this study isolates the influence of participation in service learning courses on freshmen and senior students’ application of deep approaches to learning. Deep learning, as compared to surface learning, describes the extent to which a student engages in the learning process. Students who use deep learning strategies make more robust connections to course material by emphasizing learning activities such as integration, synthesis, and reflection. By making deeper connections, students focus on both the substance and the underlying meaning of their studies. Students learn to apply the knowledge gained to real life situations and successfully integrate this with prior learning. Multiple linear regression results for both freshmen and senior students suggest that students’ use of deep approaches to learning increased as their participation in service learning courses increased, adjusting for student characteristics and participation in other high impact practices. These findings provide a rationale for institutions to support faculty who engage with their community partners to develop service learning courses. For faculty who teach service learning courses, these findings support the value, from an institutional perspective, of the work that they do.
  PubDate: Sun, 13 Dec 2015 11:35:49 PST
Connecting general education programming with regionally-engaged learning
economies: The results of a community inquiry and dialogue
- Authors: Brandon W. Kliewer et al.
  Abstract: There is a growing effort to more intentionally situate higher education as an anchor institution within a larger regional, social, political, and economic ecosystem. This paper describes the civic process and outcomes of a community inquiry that considered the relationship between general education programming at comprehensive universities and the trajectory of regional economies. The community inquiry leveraged intergroup dialogue techniques to provide a unique community perspective on potential ways general education can inform engaged learning economies. The result of this community inquiry and dialogue highlight three broad themes that could connect general education programs to engaged learning economies in other regions: campus-community partnerships, logistics of a general education program, and reconsidering the relationship between academic knowledge and soft skills. The results section describes, summarizes, and analyzes the proceedings from the perspective of community.
  PubDate: Thu, 02 Jul 2015 12:11:22 PDT
Exploring Alternatives to Out-of-School Suspension in Kentucky: A
quasi-experimental study examining the effectiveness of Community service
work
- Authors: David C. May et al.
  Abstract: This paper addresses the ineffective and often negative impacts that various forms of disciplinary measures have on students (e.g. out-of-school suspension, in-school suspension, and placement in alternative schools) then discusses community service as a viable alternative to these programs. Data from 17 middle and high schools in Kentucky that implemented community service in lieu of suspension are compared to data from 17 control schools to explore whether or not community service programs are effective in reducing school suspensions. The findings illustrate that community service programs are effective in reducing the amount of out-of-school suspensions in those schools that use community service programs. Therefore, the authors suggest that implementing community service works as a viable alternative to in-school or out-of-school suspensions has the potential to improve academic performance and conduct within public school settings.
  PubDate: Thu, 02 Jul 2015 12:11:18 PDT
Developing first-year university student leadership: Leadership
development in a short term service-learning program
- Authors: Brian Thomas
  Abstract: The author examines the impact of participation in a service-learning program involving two small groups of freshmen at Saginaw Valley State University, a mid-sized public university in Michigan, on leadership activities in years following this first year experience. Based on a review of student reflection papers and a survey conducted after the program concluded, the author explores whether the service learning program influenced how students conceptualized leadership and leadership activities. Even though leadership development was not explicitly part of the program, students indicated that the program did enhance their ability to serve as leaders in other areas. While the number of students participating in the program described is relatively small (N=45), the results indicate that this short, intense service-learning program did shape students’ conceptualizations of leadership as well as how they participated as leaders in other areas.
  PubDate: Thu, 02 Jul 2015 12:11:15 PDT
Quality Internships for Part-time Graduate Students: An Exploratory Study
of a University/Agency Partnership
- Authors: Irene S. McClatchey et al.
  Abstract: The university student population is changing and more students choose to complete graduate programs while working full-time and going to school part-time. Part-time graduate students, who are working towards a professional degree in the human services domain often struggle finding quality internship placements that are available during non-regular office hours. At the same time, non-profit organizations, especially those who are small and lesser known, struggle to recruit, train, and retain high quality volunteers. This is especially problematic since the number of non-profits is increasing and the number of volunteers decreasing. To look for answers both university part-time programs and non-profits must look to innovative solutions. The literature speaks of the necessity of partnerships but there is a lack of specific examples within the literature. This exploratory study describes how a partnership between a university part-time graduate program in social work and a local non-profit grief camp program for children led to a win-win situation that fulfilled the needs of both and provided future social workers with a high quality internship opportunity.
  PubDate: Wed, 10 Dec 2014 09:35:56 PST
An Innovative Partnership between National and Regional Partnerships:
STARS Meets McPIE
- Authors: Karen Bean et al.
  Abstract: The Students & Technology in Academia, Research, and Service (STARS) Computing Corps is a nationally-connected system of regional partnerships among higher education, K-12 schools, industry and the community, with a mission to broaden the participation of women, under-represented minorities and persons with disabilities in computing (BPC). With support from National Science Foundation funding, the University of North Carolina at Charlotte founded the STARS Alliance (now the STARS Computing Corps) which includes 44 universities, each with its own “constellation” of local and regional partnerships. McClintock Partners in Education (McPIE) is a partnership between a middle school, a church, and their surrounding community. This paper describes how a STARS-McPIE “partnership between partnerships” has impacted both the middle school students and their college student mentors.
  PubDate: Wed, 10 Dec 2014 09:35:54 PST
Learning from Struggling Readers: The Impact of a Community-based Service
Learning Project on Teacher Preparation
- Authors: Jean Rattigan-Rohr et al.
  Abstract: With the growing number of diverse struggling readers in K-12 settings in the United States, it is critical to provide opportunities for students to enhance reading skills beyond classroom settings, for families to be involved in reading education, and for teachers to be better prepared to work with both students and their families. In this study, we described a community-based service learning project, the Village Project, that highlights the collaboration among the university, schools, and local community partners. Through reciprocal learning process, not only did struggling readers and families benefited from the program, preservice teacher candidates involved in the project also enhanced their understandings of reading instruction and family involvement. Following up with twenty teacher candidates who participated in the project during 2009-2012, we explored the long-term impact of the Village Project on their development as teachers, and provided discussions and implications for teacher education.
  PubDate: Wed, 10 Dec 2014 09:35:52 PST
A Privileged Pedagogy for Privileged Students' A Preliminary
Mixed-Methods Analysis Comparing First-Generation and Non-First-Generation
College Students on Post-Evaluations of Service-Learning Courses
- Authors: Stephanie A. Wilsey et al.
  Abstract: Service-learning is frequently described as a high-impact teaching activity that benefits students in numerous ways. However, fewer studies explore how underserved students respond to service-learning courses, and fewer still look specifically at first-generation college students. First generation college students face numerous documented obstacles to persisting and achieving in college, and a need exists for more systematic study of whether service-learning pedagogy supports or challenges first generation students as they face and overcome those obstacles. This study compared 260 undergraduate students, approximately half of whom were first-generation college students, and their self-reported gains in three student learning outcomes: academic enhancement, personal growth, and civic engagement. Through a mixed-methods analysis, findings indicate that first-generation college students responded at least as well as their peers to service-learning. In areas of difference, first-generation college students responded more strongly than their peers. Overall, results indicate surprising similarities between the first generation students and their peers, as well as important differences regarding compassion, motivation, agency, and sense of solidarity.
  PubDate: Wed, 10 Dec 2014 09:35:50 PST
Serving the Latino Community Through Service-Learning Partnerships
- Authors: Tammy L. Oberg De La Garza
  Abstract: This article explores an urban partnership in Chicago that is aimed at increasing the levels of Latino academic achievement by developing stronger Latino learning communities and preparing culturally responsive teachers, through a university-community service-learning project. This partnership honors the rich resources and expressed needs of all partners and is built upon the founding principal of mutual respect.
  PubDate: Thu, 03 Jul 2014 09:46:28 PDT
Connecting Curriculum to Context: Our Story of Two Liberal Arts College
Spanish Programs Engaged in a Changing South
- Authors: Laura Barbas Rhoden et al.
  Abstract: The purpose of this article is to reflect upon the process by which two professors in Spanish programs at small liberal arts colleges in the southeastern United States developed courses with civic engagement components that enabled our students to engage with the local Hispanic community in meaningful ways. From the outset, we focused on what we saw as an opportunity for connecting the curriculum we taught to our specific regional context, which had been shaped by new immigration patterns that brought large populations of Latin Americans to our region during the 1990s. We also explain how our interactions with local community leaders framed our work in such a way that it grew out of a dialogue about shared interests and goals. In addition to offering details about our specific courses, we explain the rationale behind our efforts and elucidate the unexpected impacts that the inclusion of one engagement course had on our respective curricula and other programming at our institutions, such as study abroad.
  PubDate: Thu, 03 Jul 2014 09:46:26 PDT
Helping At Risk Women Transition Back Home
- Authors: LeAnn Beaty et al.
  Abstract: An expanding movement within higher education has attempted to make universities more relevant and responsive to the communities and states in which they are located, utilizing community-based partnerships to enhance student service learning opportunities and strengthen their own communities. These partnerships provide a mechanism by which underserved populations might receive more attention. This article documents Eastern Kentucky University’s partnership with a community-based agency that serves low-income individuals and families in central Kentucky counties to improve the lives and confidence of women involved with the criminal justice system by offering them coping skills, tools and resources that will help them to view themselves as valued members of the community.
  PubDate: Thu, 03 Jul 2014 09:46:24 PDT
MARTA (Metropolitan Atlanta Rapid Transportation Authority) and ME: A Tale
of Regional Engagement
- Authors: Tamra Ortgies-Young et al.
  Abstract: In a world of exponentially changing and disparate economic realities, college professors strive to create course projects that help inspire and transform student-learners into informed and active citizens who are prepared for the global workplace, and who have a growing awareness of how various issues impact their region. This paper scrutinizes the design, process, and outcomes of a student media project and refl ects upon the best practices for encouraging media literacy and student engagement with course projects in higher education. This article focuses on student media projects created by a global issues course at a two-year college. The project required students in the course to research, shoot, and edit videos regarding regional transportation issues while working with a community partner (a regional transportation authority) as a client and the ultimate destination for the video projects. The choices made, lessons learned and resulting outcomes are presented as potential best practices for those who might wish to follow a similar path in designing a project for their course.
  PubDate: Thu, 03 Jul 2014 09:46:22 PDT