https://openjournals.libs.uga.edu/jheoe/issue/feed Journal of Higher Education Outreach and Engagement 2019-10-08T12:38:42-04:00 Philip Adams jheoe@uga.edu Open Journal Systems <p>The mission of the&nbsp;<em>JHEOE</em>&nbsp;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> https://openjournals.libs.uga.edu/jheoe/article/view/1440 23(2) Entire Issue 2019-10-08T12:38:12-04:00 Journal of Higher Education Outreach and Engagement jheoe@uga.edu <p>23(2) Entire Issue</p> 2019-09-25T00:00:00-04:00 ##submission.copyrightStatement## https://openjournals.libs.uga.edu/jheoe/article/view/1442 23(2) Editorial Board 2019-10-08T12:38:13-04:00 Journal of Higher Education Outreach and Engagement jheoe@uga.edu <p>Editorial Board</p> 2019-09-25T00:00:00-04:00 ##submission.copyrightStatement## https://openjournals.libs.uga.edu/jheoe/article/view/1443 Table of Contents 2019-10-08T12:38:13-04:00 Journal of Higher Education Outreach and Engagement jheoe@uga.edu <p>Table of Contents</p> 2019-09-25T00:00:00-04:00 ##submission.copyrightStatement## https://openjournals.libs.uga.edu/jheoe/article/view/1444 From the Editor 2019-10-08T12:38:14-04:00 Shannon O. Wilder jheoe@uga.edu <p>Note from the Editor</p> 2019-09-25T00:00:00-04:00 ##submission.copyrightStatement## https://openjournals.libs.uga.edu/jheoe/article/view/1445 Community-Based Participatory Research as a Tool for Improved Understanding and Practice of Newcomer Integration 2019-10-08T12:38:15-04:00 Darlene Xiomara Rodriguez Drodri30@kennesaw.edu Paul N. McDaniel Pmcdan11@kennesaw.edu <p>Community-based participatory research (CBPR) is used as a community-engaged research practice because of its inclusion of community perspectives. The participatory approach enhances validity of community-engaged research, facilitates effective work with communities, and acknowledges accurate understanding of community characteristics. We sought to understand CBPR within the field of immigrant integration. For this study, we conducted three focus groups with immigration researchers and practitioners at two international conferences held in the United States in 2016. These venues were selected for their inclusion of both practitioners and researchers interested in or actively working on immigrant integration policies and practices. They also provided a sample inclusive of researchers from academic, public, nonprofit, and private institutions and practitioners from nonprofit and public sectors. The findings yielded information on challenges, opportunities, and best practices for university–community partnerships to utilize CBPR in improving immigrant integration.</p> 2019-10-08T11:14:57-04:00 ##submission.copyrightStatement## https://openjournals.libs.uga.edu/jheoe/article/view/1448 Understanding the Intersection of Spirituality and Service Engagement Among Undergraduates From a Reasoned Action Approach 2019-10-08T12:38:17-04:00 Curtis Lehmann Clehmann@apu.edu <p>Service engagement is critical to many higher education institutions. Past research has looked at spiritual change as a result of service engagement, but few studies have looked at how spirituality might contribute to engagement in service projects, particularly from a reasoned action approach. This quantitative study looked at God concept and religious motivation as predictors of intention to serve with two particular projects being offered at a faith-based university, an inner-city experience and a tutoring service. Participants were 305 ethnically diverse undergraduates. Data were analyzed using multiple regressions. The spirituality variables were associated with attitudes, social norms, and moral evaluations toward both service projects, as hypothesized. However, the spirituality variables were not significantly related with intention to serve for either service project. The findings suggest that spirituality may shape beliefs about service projects but may have little effect on intention to engage in service projects, at least in certain cases.</p> 2019-10-08T11:20:19-04:00 ##submission.copyrightStatement## https://openjournals.libs.uga.edu/jheoe/article/view/1449 Translating Across Registers: Pragmatist Inquiry in Engaged Scholarship 2019-10-08T12:38:20-04:00 Jerry Shannon Jshannon@uga.edu Abigail Borron Aborron@uga.edu Hilda E. Kurtz Hkurtz@uga.edu Alexis Weaver Alexis.weaver@acfb.org Sarah Otto-Wang Sarah.otto-wang@acfb.org Vista Gilliam Vista.gilliam@acfb.org <p>Inquiry is a central concept within pragmatism, defined generally as the process of collectively defining problematic aspects of current social practices and developing better alternatives. Translation—defined broadly as the labor of negotiating, transforming, and synthesizing diverse experiences—is a critical but understudied component of pragmatist inquiry. In this article, we articulate how translation occurred across multiple registers in a collaborative community-engaged research project involving university researchers and a regional food bank, focusing on translation as logistical, affective, and positional labor. Our analysis demonstrates how reflexive attention to various forms of translation across the research process can enrich socially engaged research.</p> 2019-10-08T12:12:18-04:00 ##submission.copyrightStatement## https://openjournals.libs.uga.edu/jheoe/article/view/1450 Public Libraries as a Context for the Study of Learning and Development 2019-10-08T12:38:23-04:00 Michelle Taylor Michelle.taylor@csulb.edu Megan E. Pratt Megan.pratt@oreganstate.edu Richard A. Fabes Rfabes@asu.edu <p>Public libraries are ideal contexts for supporting child development and family involvement (Families and Work Institute, 2015; IMLS, 2013). Families with children often attend public libraries to participate in educational programming and experiences, yet university-based developmental scientists who study how people develop and adapt across the lifespan have not fully recognized them as a significant context for the study of learning and development. This reflective essay suggests that developmental scientists and public libraries can achieve mutual benefits through joint research and evaluation efforts within the library context. We illustrate this type of collaboration through a firsthand account of a university–library partnership developed to support family engagement in library settings that promotes optimal parenting and enhances children’s school readiness.</p> 2019-10-08T12:12:57-04:00 ##submission.copyrightStatement## https://openjournals.libs.uga.edu/jheoe/article/view/1451 Extending Our Conceptualization of Boundary-Spanning Leadership for Community Engagement 2019-10-08T12:38:26-04:00 Trina Van Schyndel Trina@msu.edu Andrew J. Pearl Apearl@ua.edu Jennifer W. Purcell Jwpurcell@kennesaw.edu <p>In this reflective conceptual essay, we critically examine two complementary models related to leadership for community engagement—the boundary-spanning model (Weerts &amp; Sandmann, 2010) and the preliminary competency model for CEPs (Dostilio, 2017a). Both models organize and present prioritized activities necessary for individuals to advance community engagement. We believe an exploration of points of convergence and divergence between the models will lay the groundwork for continued inquiry and allow for further refinement of both models, with the aim of supporting the professional development of community engagement professionals (CEPs).</p> 2019-10-08T12:13:36-04:00 ##submission.copyrightStatement## https://openjournals.libs.uga.edu/jheoe/article/view/1452 The SEPA Grant-Writing Program: Regional Transformation Through Engaged Service Learning 2019-10-08T12:38:28-04:00 Nathan Bigelow Nbigelow@austincollege.edu Donald Rodgers Nbigelow@austincollege.edu <p>This article describes the Social Entrepreneurship for Poverty Alleviation (SEPA) grant-writing program at Austin College. The SEPA program provides a service-learning experience in which students spend a summer writing grants with local nonprofit agencies. In the hope that others might choose to emulate our efforts, what follows is a detailed overview of SEPA’s founding and operation. Also included is a three-part assessment of the program focused on student learning, grant-writing outcomes, and the role the program plays in building bridges between the college and its surrounding region.</p> 2019-10-08T12:14:04-04:00 ##submission.copyrightStatement## https://openjournals.libs.uga.edu/jheoe/article/view/1453 The Degree of Collaboration Abacus Tool 2019-10-08T12:38:30-04:00 Diane M. Doberneck Connordm@msu.edu Shari L. Dann sldann@msu.edu <p>Community-engaged scholars, practitioners, and community partners often find the language of community engagement challenging. Words like participate, collaborate, partner, or engage fail to convey who in a community–university partnership has voice and authority in decision-making and responsibility for actions. The Degree of Collaboration Abacus Tool was developed as a visual to address this challenge. The authors provide two case studies to demonstrate how this tool can be used to name steps in community-engaged projects, clarify voice and decision-making authority, and represent collaboration responsibilities at multiple project stages. The Matter of Origins evaluation example illustrates how the tool can be used in a community-engaged research setting. The GRAND Learning Network example demonstrates how the tool can be used in a more complex community-engaged teaching and learning context. In the conclusion, the authors acknowledge the tool’s potential limitations and imagine possible adaptations of the tool for other community–university partnership contexts.</p> 2019-10-08T12:14:31-04:00 ##submission.copyrightStatement## https://openjournals.libs.uga.edu/jheoe/article/view/1454 A Handwashing Educational Toolkit: The Product of a Dynamic Partnership Among a Student, Faculty Member, and Community Organization 2019-10-08T12:38:32-04:00 AnnMarie Walton Annmarie.walton@duke.edu Catherine LePrevost celeprev@ncsu.edu Gayle Thomas gayle.b.thomas@dhhs.nc.gov Mary Johnson Rockers mary.j.rockers@dhhs.nc.gov Allison Lipscomb allison.lipscomb@dhhs.nc.gov <p>Pesticide exposure represents a significant occupational health hazard for farmworkers, and handwashing is one strategy to reduce exposure via the dermal route. After learning about recent research findings regarding the lack of handwashing utilized by North Carolina farmworkers in the field, the North Carolina Farmworker Health Program approached the student and faculty member who conducted the research to partner and improve handwashing education, with the goal of reducing pesticide exposure among farmworkers. The resulting handwashing educational toolkit was the product of a participatory development project that engaged farmworker health outreach workers with university partners in every stage—from needs assessment to method and message selection and, ultimately, educational material development and evaluation. This promising project serves as a model for a sustainable partnership among a student, faculty member, and community organization and underscores the importance of respect, equality, and distributed power in collaboratively responding to a community-identified need.</p> 2019-10-08T12:14:55-04:00 ##submission.copyrightStatement## https://openjournals.libs.uga.edu/jheoe/article/view/1455 A Service-Learning Partnership Between Cal State LA and the Los Angeles County Probation Department: Making the Case for Civic Professionalism 2019-10-08T12:38:35-04:00 Akhila L. Ananth Aananth2@calstatela.edu Michael Willard Mwillar@exchange.calstatela.edu Denise C. Herz Dherz@exchange.calstatela.edu <p>This article provides an overview of the structure and implementation of the Probation Service Learning Program at Cal State LA. We use post-term evaluation reflections completed by students and probation directors to offer insight into the broader application of service-learning programs in criminal justice–related agencies. The findings presented demonstrate that the Probation Service Learning Program at Cal State LA was partially successful. Students showed evidence of connecting civic and personal outcomes as well as personal and academic outcomes; however, the connection was less substantial for academic and civic outcomes. This study underscores the importance of fostering partnerships between academic departments and professional practitioners to build strong curricula, facilitate student transitions into the workplace, and contribute to the broader public good. Additionally, it offers “lessons learned” and recommendations for improving the use of service-learning to achieve a fuller appreciation of civic professionalism for students as they choose their career paths.</p> 2019-10-08T12:15:34-04:00 ##submission.copyrightStatement## https://openjournals.libs.uga.edu/jheoe/article/view/1456 Transforming Campus Voting Drives Into Interdisciplinary Service-Learning Projects 2019-10-08T12:38:39-04:00 Allison D. Rank Allison.rank@oswego.edu Rebecca Mushtar Rebecca.mushtare@oswego.edu Angela R. Tylock Atylock@oswego.edu Christy Huynh Christy.huynh@oswego.edu <p>During the 2016 election season, the authors—a collection of staff, faculty, and students at a rural, four-year comprehensive college—piloted a new format for a student-driven, campuswide, nonpartisan voter mobilization campaign anchored in a political science course and supported by a credit-bearing internship and advanced graphic design course. We argue that this project offers a model for how collaboration between student affairs and academic affairs can transform the nonpartisan voter mobilization campaign into a site for interdisciplinary, cross-campus service-learning projects that benefit the student participants and the campus community. This article outlines the advantages and challenges of the project and concludes with recommendations for those interested in implementing a similar program.</p> 2019-10-08T12:16:06-04:00 ##submission.copyrightStatement## https://openjournals.libs.uga.edu/jheoe/article/view/1457 Institutionalizing Community Engagement in Higher Education: A Case Study of Processes Toward Engagement 2019-10-08T12:38:42-04:00 Kristi Farner Kfarner@uga.edu <p>This qualitative single-case study examined the institutionalization of community engagement at a selected land-grant university by melding individual and organizational perspectives and examining the process as an adaptive challenge. Specifically, the study applied Holland’s (1997) assessment matrix for institutionalizing community engagement and Weerts and Sandmann’s (2010) boundary-spanning framework. Thematic analysis and constant comparison were used to examine data from transcripts from open-ended survey questions, focus groups, and semistructured interviews. Findings showed that institutionalizing community engagement represented an adaptive challenge that required a critical mass of boundary spanners enacting a variety of roles inside the university. Three conclusions resulted: (1) The case institution created conditions for personnel to safely experiment with community engagement; (2) the university engaged in strategic thinking and planning around the sustainability of community engagement; and (3) in its institutionalization efforts, the case institution fostered an “adaptive braid” model encompassing organizational and individual actions and motivations.</p> 2019-10-08T12:16:35-04:00 ##submission.copyrightStatement##