Journal of Higher Education Outreach and Engagement
https://openjournals.libs.uga.edu/jheoe
<p>The mission of the <em>JHEOE</em> is to serve as the premier peer-reviewed, interdisciplinary journal to advance theory and practice related to all forms of outreach and engagement between higher education institutions and communities.</p> <p>This includes highlighting innovative endeavors; critically examining emerging issues, trends, challenges, and opportunities; and reporting on studies of impact in the areas of public service, outreach, engagement, extension, engaged research, community-based research, community-based participatory research, action research, public scholarship, service-learning, and community service.</p>The University of Georgiaen-USJournal of Higher Education Outreach and Engagement2164-8212Brown Boosts Immunity: A Community-Centric Approach to Project-Based Service-Learning in Higher Education
https://openjournals.libs.uga.edu/jheoe/article/view/2664
<p>Service-learning models serve as noteworthy curriculum paradigms that can help students engage with their communities while continuously learning. This article recounts the implementation of a service-learning model within a student initiative aimed to help combat vaccine hesitancy and promote the uptake of vaccinations within the Rhode Island community. Through a collaborative effort between students, faculty, and the university, the student initiative was able to construct a credit-bearing course to help assess and alleviate vaccine hesitancy within Rhode Island. This article highlights the journey the organization took to develop a service-learning model within the course, the project details, and the impact of their project on the community. A detailed analysis of the service-learning model’s impact on students as well as key takeaways of the project are also highlighted below.</p>Rebka EphremRoshan SapkotaIsaiah DawkinsPatrick FahertyYael SarigJason Peres da SilvaJulia PierceEthan EpsteinVincent AmatoDarby K. MeliaNicholas MessinaOrly RichterMona PolavarapuJessica ChiuRussell ParedesToni-Marie Achilli
Copyright (c) 2023 Journal of Higher Education Outreach and Engagement
2023-12-152023-12-15274The Student-Athlete Volunteer Experience: An Investigation of a University Athletics–Community Sports Partnership
https://openjournals.libs.uga.edu/jheoe/article/view/2725
<p>Within the Canadian university sports context, athletics departments are increasingly partnering with community sports organizations to promote youth sports participation, while simultaneously providing student-athletes with volunteer opportunities aimed at developing civically engaged young adults. The purpose of this study was to examine the experiences of varsity student-athlete volunteers (<em>n </em>= 10) within a university athletics–community sports partnership program. Volunteers discussed their motivations to volunteer in the partnership program and highlighted various benefits for themselves (e.g., transferable skill development), the youth athletes (e.g., having relatable role models), and the institution and community more broadly (e.g., enhanced community outreach, credibility of programming). Key takeaways and practical recommendations are provided with the aim of fostering quality volunteer experiences within these partnership programs.</p>Cailie S. McGuireJennifer T. ColettiLuc J. Martin
Copyright (c) 2023 Journal of Higher Education Outreach and Engagement
2023-12-152023-12-15274The Codevelopment of Community Engagement Certificate Programs for State Wildlife Agency Professionals: Impact of a University–State Agency Partnership
https://openjournals.libs.uga.edu/jheoe/article/view/2969
<p>State wildlife agency professionals are realizing they need new mindsets and practices for collaboration with diverse stakeholders and community partners to achieve policy, management, science, and education goals. This realization led to a partnership between a state agency, a land-grant university’s outreach and engagement office, and University Extension to codesign professional development certificate programs about community engagement. The authors describe the codevelopment process of both basic and advanced community engagement certificate programs, including goals, descriptions, curricula, and evaluation outcomes. Three years of programming resulted in lessons learned about moving community engagement concepts from theory to practice, the value of participant-generated case studies, and the importance of opportunities for adult learners to practice new ideas in their own professional contexts. In addition to participant impacts, the authors share how this codevelopment process and partnership has improved practices and influenced culture change in the state agency, university, and Extension.</p>Diane M. DoberneckAlexa R. WarwickBarbara A. AversEmily F. Pomeranz
Copyright (c) 2023 Journal of Higher Education Outreach and Engagement
2023-12-152023-12-15274The Value of Community: Stakeholder Perspectives at an Urban-Serving Research University
https://openjournals.libs.uga.edu/jheoe/article/view/2915
<p>Urban-serving research universities (USRUs) address issues of access, community engagement, and development within urban areas, but internal and external forces complicate their place-based missions. By embracing contradictions within stakeholder viewpoints, strategic planning can foster fruitful, institutionalized engagement. This mixed-methods study analyzed responses to a core values survey that was disseminated to stakeholders at a USRU to explore the question “What do the ratings of and comments about the <em>community-minded </em>value reveal about possible tensions and opportunities in how stakeholders describe a USRU’s fulfillment of its <em>community-minded </em>value?” Through stakeholder and paradox theory, we examined how stakeholder perspectives uncover tensions and opportunities related to the <em>community-minded </em>value. Whereas stakeholder theory emphasized the importance of valuing the interests of all stakeholders, paradox theory illustrated how coexisting-but-divergent perspectives on defining, approaching, and engaging community could help to advance community engagement goals.<span class="Apple-converted-space"> </span></p>Catherine Pressimone BeckowskiJodi Levine Laufgraben
Copyright (c) 2023 Journal of Higher Education Outreach and Engagement
2023-12-152023-12-15274A Qualitative Study of Multilevel Faculty Motivations for Pursuing Engaged Scholarship
https://openjournals.libs.uga.edu/jheoe/article/view/2691
<p>Drawing on the narrative inquiry method, a qualitative study of 49 engaged scholar interviews at the University of California, Davis was conducted to understand motivations for practicing engaged scholarship. Notwithstanding the significant contributions to understanding faculty motivations in this field, we argue that previous research details the roles of individuals and institutions of higher learning while leaving room for further theorization of other important influences and their intersections. The study findings reveal that faculty report intrinsic, extrinsic, and relational motivations that interact at multiple levels of influence. These multilevel motivational influences have implications for faculty recruitment and retention, implementation of institutional support strategies, and recognition in merit and promotion.<span class="Apple-converted-space"> </span></p>Michael RiosLarissa Saco
Copyright (c) 2023 Journal of Higher Education Outreach and Engagement
2023-12-152023-12-15274Top-Down Motivation in University–Community Engagement
https://openjournals.libs.uga.edu/jheoe/article/view/2954
<p>This study aimed to investigate the process of a top-down motivational approach in university–community engagement (UCE). We conducted a qualitative single case study in Indonesia using direct observations and semistructured interviews with 16 informants in three categories of actors: university, local community, and intermediary. Our main finding is that all actors are motivated by a top-down motivational approach. The university provides service to the community to fulfill its obligation to the government, and the local community is obligated to follow the village chief’s directive to participate in community service. As an intermediary between the university and the community, the village chief supports community service because participation will make the chief (and community) eligible to receive grant funds from the central government. These empirical findings provide a new understanding of how UCE works in a country that employs top-down government to implement its regulation at the grassroots level.</p>Andi Sri WahyuniGyörgy Málovics
Copyright (c) 2023 Journal of Higher Education Outreach and Engagement
2023-12-152023-12-15274The Civic-Minded Graduate Construct in the Context of the Engaged University—A Case Study of a University From Slovakia
https://openjournals.libs.uga.edu/jheoe/article/view/2973
<p>Our exploratory study analyzes the civic-mindedness of university graduates in an engaged university with emphasis on Central and Eastern Europe, particularly Slovakia. The research sample consisted of 452 graduates of the second level of university studies. To map and analyze civic-mindedness, we used the Civic-Minded Graduate Questionnaire (CMG; Steinberg et al., 2011). At the selected university, graduates scored the highest in skills and dispositions and the lowest in behavioral intentions. Furthermore, we found that those graduates who volunteered during their university studies had statistically significant greater development in the areas knowledge, skills, dispositions, and behavioral intentions, as well as in CMG scale overall, than those who did not participate in volunteering. Our study showed that the CMG concept is usable in countries with different contexts of the development of the university environment and the idea of citizenship and can help map the level of civic-mindedness among university graduates.<span class="Apple-converted-space"> </span></p>Alžbeta Brozmanová GregorováZuzana Heinzová
Copyright (c) 2023 Journal of Higher Education Outreach and Engagement
2023-12-152023-12-15274How Physical Science Doctoral Students View and Value their Involvement in Educational Outreach in Graduate School
https://openjournals.libs.uga.edu/jheoe/article/view/2892
<p>Educational outreach can benefit both the broader community and scientists themselves while fulfilling the service mission of many universities and funding programs. Involvement in educational outreach can benefit doctoral students, via improved teaching and classroom management skills, increased experimental design skills, strengthened sense of identity and belonging in science, and refined science communication skills. However, doctoral students are frequently encouraged to prioritize research over teaching or educational outreach. Understanding the complexities of their perceptions of educational outreach is important for supporting all doctoral students to receive the benefits of participating in this activity. In this study, we interviewed eight physical science doctoral students who participated in an educational outreach program at a medium-sized public research university. Cross-case analysis revealed that participants viewed both benefits and burdens to participating in educational outreach and reported feeling that outreach was less valued by their institution, their community, and, in turn, themselves.<span class="Apple-converted-space"> </span></p>Anne McAlisterSarah Lilly
Copyright (c) 2023 Journal of Higher Education Outreach and Engagement
2023-12-152023-12-15274Community Partner Perceptions in a Health Care Shortage Area
https://openjournals.libs.uga.edu/jheoe/article/view/2797
<p>This study illuminates community partner perspectives regarding their relationship with a public academic health center (AHC) in a health care shortage area (HCSA). Community-based and statewide leadership invested deeply in the AHC’s programs and initiatives to prepare health care providers for practice in the region, to decrease the provider shortage and improve local health care outcomes. The mixed-methods study sought to identify current community engagement partnerships and examine relationships from the perspective of community partners. Phase 1 of the study utilized an adaptation of the Outreach and Engagement Measurement Instrument (OEMI) as a survey to gather data from employees at the institution. Phase 2 of the study gathered data from the community partners through communities of interest focus groups. Data was analyzed using the Kellogg Commission’s seven-part test of engagement. Findings from the survey identified community partner perspectives that informed AHC and partner collaborations during a period of multiple crises.</p>Christiane R. Herber-ValdezValerie Osland PatonOliana Alikaj-FierroJulie A. BlowSarah M. Schiffecker
Copyright (c) 2023 Journal of Higher Education Outreach and Engagement
2023-12-152023-12-1527427(4) Entire Issue
https://openjournals.libs.uga.edu/jheoe/article/view/3533
<p>27(4) Entire Issue</p>
Copyright (c) 2023 Journal of Higher Education Outreach and Engagement
2023-12-152023-12-1527427(4) Editorial Board
https://openjournals.libs.uga.edu/jheoe/article/view/3535
<p>27(4) Editorial Board</p>
Copyright (c) 2023 Journal of Higher Education Outreach and Engagement
2023-12-152023-12-1527427(4) Table of Contents
https://openjournals.libs.uga.edu/jheoe/article/view/3536
<p>27(4) Table of Contents</p>
Copyright (c) 2023 Journal of Higher Education Outreach and Engagement
2023-12-152023-12-1527427(4) Note from the Editor
https://openjournals.libs.uga.edu/jheoe/article/view/3537
<p>27(4) Note from the Editor</p>
Copyright (c) 2023 Journal of Higher Education Outreach and Engagement
2023-12-152023-12-15274