Journal of Higher Education Outreach and Engagement

26(2) Entire Issue

JHEOE — Thu, 30 Jun 2022 00:00:00 -0400

26(2) Entire Issue

26(2) Note from the Editor

Journal of Higher Education Outreach and Engagement — Thu, 30 Jun 2022 00:00:00 -0400

26(2) Note from the Editor

26(2) Table of Contents

JHEOE — Thu, 30 Jun 2022 00:00:00 -0400

26(2) Table of Contents

26(2) Editorial Board

JHEOE — Thu, 30 Jun 2022 00:00:00 -0400

26(2) Editorial Board

Carlson, K. T., Lutz, J. S., Schaepe, D. M., & Naxaxalhts’i (McHalsie, A. “Sonny”). (2018). Towards a new ethnohistory: Community-engaged scholarship among the People of the River. University of Manitoba Press. 304 pp.

Patrick Koval, Lisa Martin, Jessica Barnes-Najor — Thu, 30 Jun 2022 00:00:00 -0400

Patrick Koval, Lisa Martin, and Jessica Barnes-Najor's review of Towards a New Ethnohistory: Community-Engaged Scholarship Among the People of the River (2018).

Baldwin, D. L. (2021). In the Shadow of the Ivory Tower: How Universities are Plundering Our Cities. Bold Type Books. 262 pp.

Jake D. Winfield — Thu, 30 Jun 2022 00:00:00 -0400

A review of Baldwin, D. L. (2021). In the shadow of the ivory tower: How universities are plundering our cities. Bold Type Books. 262 pp.

O’Connell, D. J., & Peters S. J. (2021). In the Struggle: Scholars and the Fight Against Industrial Agribusiness in California. New Village Press. 368 pp.

Frank A. Fear — Thu, 30 Jun 2022 00:00:00 -0400

Book Review by Frank A. Fear

The Carnegie Corporation and Philanthropy in Canadian Higher Education: A Case Study on the University of Alberta’s Department of Extension

David Peacock, Connor J. Thompson — Thu, 30 Jun 2022 00:00:00 -0400

We provide a case study of how Carnegie Foundation grants to the University of Alberta (Western Canada) during the Great Depression impacted the university’s community engagement practices. Previously unutilized archival sources contribute to a historical survey of the university’s Department of Extension as Carnegie philanthropy enabled the establishment of a Fine Arts Division within this department. The many benefits to the wider province, however, were laden with imperialist assumptions around race and the European “canon,” and thus contributed to the concurrent development of settler institutions and erasure of Indigenous people’s cultures and livelihoods. As Alberta’s economy shrinks, unemployment increases, and university funding is cut, it remains unclear whether the desire for new and innovative forms of outreach and engagement seen in the Great Depression still exists today. Concluding, we ask what alternatives to philanthropy we can, as scholars, university employees, and citizens, make available.

Asylum Seekers in Higher Education in the United States: Emerging Challenges and Potential Solutions

Marciana Popescu, Tanzilya Oren, Saumya Tripathi — Thu, 30 Jun 2022 00:00:00 -0400

Asylum seekers are generally excluded from welfare provisions, social support, and higher education (HE) in their host countries. The depth and impact of these exclusions is barely known, as this population remains invisible and underserved. This article aims to deepen understanding of the challenges asylum seekers face in accessing HE in Western countries and present potential solutions. Existing literature highlights (1) socioeconomic challenges such as poverty, unrecognition of qualifications, low language proficiency, and mental health issues; (2) institutional barriers; and (3) good practices such as policy advocacy, scholarships, alternative admission paths, staff and faculty training, community collaboration, and asylum seeker involvement in policy and decision-making. We pose critical questions on the role of higher education institutions in addressing migration challenges and facilitating integration through access to education. An ongoing student-run initiative at a private U.S. university serves as a case example to offer further directions for research and practice.

The Intersection Between the Internationalization of Higher Education and Community-University Partnerships: A Case Study from Mozambique

Stephen James Thompson, Joel Bambamba, Diane van Staden, Marius Hedimbi — Thu, 30 Jun 2022 00:00:00 -0400

Higher education strategies focusing on either internationalization or community–university partnerships are often regarded as distinct from each other and dichotomous. The former usually are concerned with international knowledge; the latter, with local knowledge. This article presents a case study to argue that the two approaches can intersect, presenting an opportunity to improve the process of learning and teaching in higher education. As part of its strategy to internationalize, Lurio University, Mozambique, is part of a partnership through the Consortium of New Southern African Medical Schools (CONSAMS). Lurio University also has an established community engagement program, One Student One Family. Drawing on relevant literature, we argue that universities can benefit from viewing these strategies as interconnected and complementary approaches that bolster knowledge processes and advance learning. When both approaches are used to inform curricula and improve pedagogy, synergetic and much improved higher education systems can be achieved.

The Effects of Resource Dependency on Decisions by Public Service Administrators to Offer Local Government Training in Service to the State (Dissertation Overview)

Stacy Bishop Jones — Thu, 30 Jun 2022 00:00:00 -0400

For administrators of higher education public service and outreach (PSO) units at public research institutions, the opportunities for service to their states are broad. These administrators’ efforts in research, technical assistance, and training address critical needs in their states. Yet all units face limited resources, and the administrators face multiple decisions about investments into new programs. In my dissertation Effects of Resource Dependency on Decisions by University Public Service Administrators for Service to the State Through Local Government Training (2019), I explored how resource dependency influenced decision making by university PSO administrators looking specifically at training programs offered in service to the state through local government training programs. The impact of some external stakeholders proved to be a driving force in decisions related to local government training offered by the PSO unit.

Community-Academic Partnerships in the Community Engagement Literature: A Scoping Review

Emily Janke, Santos Flores, Kathleen Edwards — Thu, 30 Jun 2022 00:00:00 -0400

This article contributes a novel dataset mapping the partnership literature in the community engagement field and invites scholars of community–academic partnerships in this field to participate in the development of scoping reviews as a way to effectively scan extant literature as they seek to build upon or critique it. This scoping review includes key article-level characteristics regarding the representation of community–academic partnerships within 141 published articles from seven peer-reviewed journals in the community engagement field.

Reconfiguring Knowledge Ecosystems: Librarians and Adult Literacy Educators in Knowledge Exchange Work

Thu, 30 Jun 2022 00:00:00 -0400

Knowledge exchange, also called knowledge translation, mobilization, or transfer, increasingly factors in university strategic plans and funding agency mandates. The growing emphasis on research that includes community engagement and making research knowledge more accessible and useful for nonacademic constituents often brings in knowledge brokers, whose activities promote sharing of research knowledge among different actors. In this article, we consider how librarians and adult literacy educators engage in this work as professionals uniquely positioned to advance knowledge exchange initiatives. Three initiatives in British Columbia, Canada, involve academic librarians and adult literacy educators engaging in knowledge exchange work in transformative ways. We describe how they are reconfiguring knowledge making, sharing, and use with constituents and bridging nonacademic and university communities. This approach disrupts traditional notions of who produces and consumes knowledge and who is an expert while acknowledging how place-based approaches are essential for advancing knowledge exchange initiatives.

Transforming Teaching: Service-Learning’s Impact on Faculty

Rina Marie Camus, Grace Ngai, Kam Por Kwan, Stephen Chi Fai Chan — Thu, 30 Jun 2022 00:00:00 -0400

Service-learning has become widespread in universities worldwide, implying an increased number of involved faculty. Many studies document service-learning’s impact on students, but only a handful of exploratory studies examine impact on faculty. We offer a focused investigation of positive and negative impacts of service-learning on faculty from an Asian context, based on interviews with 24 faculty members from diverse academic disciplines in a university in Hong Kong. Phenomenological methods are used to summarize the essences of firsthand experiences. Participants’ valenced views about service-learning’s impact are categorized as dominant positive, mixed, and negative stances. Service-learning contributed to faculty teaching, civic-mindedness, person/values, professional development, and research. Findings suggest that service-learning involvement can benefit more diverse faculty than previously identified. Service-learning is recommended as a strategy for faculty development, and as a means for universities to fulfill their social responsibility and contribute to sustainable development goals outlined by the United Nations.

Developing Teaching Competences with Service-Learning Projects

Andresa Sartor-Harada, Juliana Azevedo-Gomes, Esther Torres-Simón — Thu, 30 Jun 2022 00:00:00 -0400

Service-learning (SL) is an active methodology built onto reciprocal learning that combines social responsibility and academic learning. Changes in students’ profiles and the evolving interaction between educational institutions and society have encouraged the use of similar participative methodologies in diverse contexts, including higher education. Although the focus of these projects usually centers on student learning, SL experiences enable a holistic construction of knowledge that also affects instructors. This study analyzes instructors’ perceptions on developing teaching competences in SL projects and overcoming difficulties. The current research, based on a mixed paradigm, collected answers to a semistructured questionnaire from university instructors (n = 34) in 12 Ibero-American countries with experience in SL. The results show how instructors rate positively their acquisition of teaching competences (socioemotional, organizational, and technical competences) when organizing SL projects; however, they experience a lack of training in this specific methodology.

Community-University Partnership in Service-Learning: Voicing the Community Side

Christian Compare, Cinzia Albanesi, Chiara Pieri — Thu, 30 Jun 2022 00:00:00 -0400

Service-learning (SL) activities provide multifarious benefits for students, faculty members, and community members. Although the literature includes considerable research on students’ and faculty members’ outcomes, it also reports a lack of attention to benefits for community members. This study sought to address this gap, giving voice to community partners of a SL module in Community Psychology. We collected 12 interviews, complemented by a brief questionnaire exploring community partners’ understanding of SL, their perception of the mutual gain and reciprocity aspects, their motivations, and their challenges. Results show that open attitudes toward collaboration from faculty members strengthen the partnership; community partners consider the opportunity to be coeducators of students as a motivation for their SL involvement; from the perspective of reciprocity, they also particularly appreciate its generative dimension. Giving voice to community partners offers new and useful insights that can contribute to improving SL community–university partnerships.

The Impacts of Science Shops for Community Partners and Students: A Case Study of a Cocurricular Canadian Model

Karen Nelson, Kendra Schnarr, Elizabeth Jackson — Thu, 30 Jun 2022 00:00:00 -0400

Since 2009, the Community Engaged Scholarship Institute at the University of Guelph has operated a Science Shop (The Research Shop) where it carries out high-impact community-engaged scholarship by training and employing graduate students to conduct community-engaged research as a co-curricular activity. This study investigates the first 9 years of the program to determine its impacts on community partners and students. Findings suggest that the benefits experienced by both stakeholder groups are similar to those identified in existing literature on community-engaged research and Science Shops, with some additional findings unique to this particular model. This study also found multiple challenges which are not well documented in existing literature. While further research is needed to contribute to the overall field of Science Shops, specifically in relation to the benefits and challenges experienced in different models, this current study suggests that they deliver distinct benefits to users, alongside challenges that could be addressed.

Community-Engaged Scholarship for Graduate Students: Insights from the CREATE Scholars Program

Thu, 30 Jun 2022 00:00:00 -0400

We describe an extracurricular graduate fellowship program designed to train students in community-engaged scholarship with Black and Indigenous communities. The CREATE Scholars program combines coursework, research externships, and experiential learning opportunities in order to develop graduate student competencies in codevelopment, community engagement, and scholar-advocacy. We offer reflections on lessons learned from the perspective of students and faculty in the program. We conclude with recommendations for like-minded academic leaders and program directors seeking to expand opportunities for graduate students to engage in reciprocal and thoughtful community partnerships.

Strategic Doing and the PROSPER Program Delivery System: A Case Study of the Translational Research Process

David Julian, Kenneth Martin, Karima Samadi — Thu, 30 Jun 2022 00:00:00 -0400

This article summarizes a project focused on the PROSPER program delivery system as a formal vehicle for addressing substance misuse and abuse in Ohio communities. Promoting School–community–university Partnerships to Enhance Resilience (PROSPER) is a nationally recognized, evidence-based program delivery system designed to implement prevention programming provided by a partnership among local schools and communities, the university-based Cooperative Extension system, and state leadership. A case study is presented that describes a midproject effort to develop strategies for advancing PROSPER goals through a process called strategic doing. Strategic doing brings partners together to develop strong collaborations that achieve highly desired outcomes. The case study is an example of a formal effort to translate scientific knowledge into applications that address real-life problems. Implications for translational research are discussed.