Browsing by Subject "community engagement"

Now showing 1 - 10 of 22
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    Assessing Hidden Outcomes of Civic or Community Engagement during College
    (2017-08-03) Weiss, H. Anne; Norris, Kristin
    Pedagogies of community engagement have been touted as one way faculty or staff can produce or strengthen disciplinary or subject-related learning outcomes or skill development for students in higher education. This has, consequently, left other learning and developmental outcomes often unspoken or, more often, unmeasured and hidden across teaching and learning experiences during college . These unstated learning and developmental outcomes are, however, intrinsic to community engaged pedagogies and initiatives: civic learning/knowledge, civic identity, civic agency, civic mindedness, and much more! In this presentation participants will begin with the PUBLIC goals, objectives, outcomes, etc. in mind and end with articulating a strategy to identify and assess these, often, unstated outcomes of community engagement pedagogies or initiatives.
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    Collaborative for Equitable and Inclusive STEM Learning (CEISL) Guild Agreement File
    (2022) Price, Jeremy F.
    A document used by the Collaborative for Equitable and inclusive STEM Learning (CEISL) at the IU School of Education-Indianapolis as internal infrastructure to begin a project initiative and to ensure that all team members are working together toward community-engaged and culturally-sustaining educational equity and inclusion. Adapted from Winer, M., & Ray, K. (1996). Collaboration Handbook: Creating, Sustaining, and Enjoying the Journey. Amherst H. Wilder Foundation.
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    Collaborative for Equitable and Inclusive STEM Learning (CEISL) Guild Evaluation File
    (2022) Price, Jeremy F.
    A document used by the Collaborative for Equitable and inclusive STEM Learning (CEISL) at the IU School of Education-Indianapolis as internal infrastructure to evaluate the status of a project or guild and to ensure that all team members are working together toward community-engaged and culturally-sustaining educational equity and inclusion. Adapted from Winer, M., & Ray, K. (1996). Collaboration Handbook: Creating, Sustaining, and Enjoying the Journey. Amherst H. Wilder Foundation.
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    Community Health Information Resource Guide: Volume 1 - Data
    (The Polis Center at IUPUI, 2011-06) Comer, Karen F; Derr, Michelle; Seyffarth, Chris; Thomaskutty, Champ; Kandris, Sharon; Ritchey, Matthew
    This resource guide contains useful information for those who would like to use data to assess the health status of an Indiana community. Targeted users include local organizations such as county health departments and community health coalitions. Being able to access and use relevant data and information resources is a common hurdle for those interested in assessing and advancing community health. As a result of this need and at the request of the Community Advisory Council of the Community Health Engagement Program, we developed this resource guide to assist individuals, organizations, and coalitions in Indiana in identifying appropriate resources that guide their community health research and evaluation activities. The term “data” is used in this volume in reference to both data and information sources. While data consist of raw facts and figures, information is formed by analyzing the data and applying knowledge to it so that the findings are more meaningful and valuable to the community. The benefit of using data is that you can often manipulate it for your specific purposes. The benefit of using information sources is that the work of generating meaning from the data might already have been done, while a potential downside is that the available sources might not answer your specific questions. There are diverse sources of data that can be used as a basis for community health evaluation and decision making. Those looking to use data must consider multiple factors before determining the appropriate data to seek and use.
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    Contemplative Reading: Community-Engagement & Social Justice
    (2019) Price, Jeremy F.
    Structures can provide a framework for thinking about what is being read and discussed in a mindful and contemplative manner, recognizing and granting value to the variety of voices. This handout provides an adapted structure based on the Pardes process, a part of the Jewish text studies tradition. It involves reading a text four times for four different purposes.
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    Curricular Engagement Report: Academic Year 2017
    (2017-11-01) Norris, Kristin; Weiss, Anne
    IUPUI has a history of counting service-learning (2000-2012) and community-based learning courses (2103-2016). The information is used for school- and campus-level reporting (e.g., Chancellor’s Report to the Community, Curricular Engagement Report to the Deans), award applications (e.g., Carnegie Classification for Community Engagement), and key data points for the campus and leadership communications. This report contains the methodology and findings for "counting courses" for the AY17.
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    Demonstrating the Impact of Community Engagement: Realistic and Doable Strategies
    (2017-10-07) Norris, Kristin; Wendling, Lauren; Keyne, Lisa
    Most campuses are eager to answer questions like “How are students, faculty, and staff on campus working to address civic issues and public problems?”, “To what extent is our engagement making a difference?”, “How can we better support community engagement?” Discover how to track, monitor, assess, and evaluate community-engaged activities, which include curricular, co-curricular, or project-based activities that are done in partnership with the community, in order to tell a more comprehensive story of engagement. Whether you’re interested in community outcomes, student outcomes, partnership assessment, or faculty/staff engagement, campuses confront an array of challenges when trying to combine and align these questions into a comprehensive assessment plan. This session will give participants tools, strategies, and information to design, initiate and/or enhance a systematic mechanism for monitoring and assessment of community-engaged activities.
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    Exploring University-Community Collaborations
    (2021-10) Kryder-Reid, Elizabeth; Fillipelli, Gabriel; Boyd, Phyllis; Brooks, Paula; Nadaraj, Aghilah; Sangsuwangul, Alvin; Humphrey, Leah; Anthropology, School of Liberal Arts
    The Riverside neighborhood bears multiple burdens of environmental harm. Running the gamut from groundwater contamination in subsurface waters to lead in soils and dust and paint to particulate matter in the air from highways and industry, these environmental insults harm the physical, mental, and economic well-being of the community. The community has also faced an information gap where data was scarce, hard to locate, and sometimes wrong. Activists have long worked to improve the quality of life in the neighborhood, but faced barriers in the form of policies (e.g. Red Lining, zoning variances, disinvestment in public services such as street lights and sidewalks) and practices (e.g. absentee landlords, illegal dumping). Features such as the Central Canal that were developed into recreational amenities in other parts of the city were minimally maintained or restricted from use by residents. In the face of these challenges, IUPUI faculty, students, and community members have partnered on multiple projects to document the history of environmental harms, assess exposure and risk of residents’ exposomes, and share information in ways that are accessible and relevant for residents. The work supports the agency and activism of the community, particularly as it faces pressures of gentrification and university encroachment with the prospect of 16 Tech project expansion. The work also takes place in the context of contested interests and harmful legacies as representatives of an urban university that displaced longtime residents work to partner ethically and transparently with those same communities. As a result, current faculty-community collaborations operate within a space complicated by the problematic legacy of harm and ongoing structural racism. However well-intentioned, faculty, students and community members have to navigate that history and enduring power dynamics as they design their research, identify relevant questions, and share results in ways that are accessible and meaningful to community members.
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    Fundamentals of Assessing Civic Learning Outcomes
    (2015-11-20) Norris, Kristin; Weiss, H. Anne
    This interactive presentation is designed for attendees to create an assessment plan for gathering evidence around students civic learning during a particular pedagogical experience- usually community- or experiential-based teaching and learning strategies.
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    The Global Common Good and the Future of Academic Professionals
    (Higher Learning Research Communications, 2011-10-31) Shaker, Genevieve G.
    In this epilogue to the special issue of Higher Learning Research Communications dedicated to higher education, community engagement, and the public good, Shaker addresses the unifying concept presented across the issue: the common good. For Shaker, this special issue responds to UNESCO’s call for educational institutions and educators to rethink education in the contemporary era and focuses on how academic endeavors can, do, and should act in service to a global common good. The essay stresses the academic workforce needs to be reimagined concurrently with rethinking the systems of education that will ensure the world and society “to which we aspire.” Faculty in all their diversity are the central and essential ingredient to a successful global educational response to the challenges of an equitable and just global society will create and disseminate the knowledge society needs. To close, Shaker notes publications such as this bring these conversations into sharper focus to align and connect them so that a rethought approach to higher education might generate discernible results within the relatively short time available.