Incorporating the indigenous evaluation framework for culturally responsive community engagement

2021 ◽  
Author(s):  
Anisa N. Goforth ◽  
Lindsey M. Nichols ◽  
Jingjing Sun ◽  
Amy Violante ◽  
Kelsey Christopher ◽  
...  
Keyword(s):  
Community Engagement ◽  
Culturally Responsive ◽  
Evaluation Framework ◽  
Responsive Community

scholarly journals Conducting Culturally Responsive Community Needs Assessments

2021 ◽  
pp. 115-136
Author(s):  
Lisa Suzuki ◽  
Taymy Caso ◽  
Cirecie West-Olatunji ◽  
Maria Prendes-Lintel
Keyword(s):  
Culturally Responsive ◽  
Community Needs ◽  
Needs Assessments ◽  
Responsive Community

scholarly journals Using theories of change to design monitoring and evaluation of community engagement in research: experiences from a research institute in Malawi

2018 ◽  
Vol 3 ◽  
pp. 8 ◽  
Author(s):  
Kate Gooding ◽  
Regina Makwinja ◽  
Deborah Nyirenda ◽  
Robin Vincent ◽  
Rodrick Sambakunsi
Keyword(s):  
Community Engagement ◽  
Information Needs ◽  
Monitoring And Evaluation ◽  
Evaluation Framework ◽  
Theory Of Change ◽  
Design Data ◽  
Intermediate Outcomes ◽  
Evaluation Staff ◽  
Research Organisations ◽  
Theories Of Change

Background: Evaluation of community and public engagement in research is important to deepen understanding of how engagement works and to enhance its effectiveness. Theories of change have been recommended for evaluating community engagement, for their ability to make explicit intended outcomes and understandings of how engagement activities contribute to these outcomes. However, there are few documented examples of using theories of change for evaluation of engagement. This article reports experience of using theories of change to develop a framework for evaluating community engagement in research at a clinical research organisation in Malawi. We describe the steps used to develop theories of change, and the way theories of change were used to design data collection plans. Based on our experience, we reflect on the advantages and challenges of the theory of change approach. Methods: The theories of change and evaluation framework were developed through a series of workshops and meetings between engagement practitioners, monitoring and evaluation staff, and researchers. We first identified goals for engagement, then used ‘so that’ chains to clarify pathways and intermediate outcomes between engagement activities and goals. Further meetings were held to refine initial theories of change, identify priority information needs, and define feasible evaluation methods. Results: The theory of change approach had several benefits. In particular, it helped to construct an evaluation framework focused on relevant outcomes and not just activities. The process of reflecting on intended goals and pathways also helped staff to review the design of engagement activities. Challenges included practical considerations around time to consider evaluation plans among practitioners (a challenge for evaluation more generally regardless of method), and more fundamental difficulties related to identifying feasible and agreed outcomes. Conclusions: These experiences from Malawi provide lessons for other research organisations considering use of theories of change to support evaluation of community engagement.

scholarly journals Well-being innovation platform projects of the North-West University: Evaluative perceptions of community participants

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Lebogang Sebeco ◽  
Johan Zaaiman
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Community Engagement ◽  
Higher Education Institutions ◽  
Well Being ◽  
Evaluation Framework ◽  
Community Members ◽  
North West ◽  
Profile Model ◽  
The North

Community engagement referred to approaches in which communities were involved in activities that positively impacted their lives. Currently, higher education institutions have community engagement high on their agenda. This article focussed on how this engagement ought to be managed through the responses of community members to such an intervention. It presented community members’ evaluative perceptions on the North-West University’s (NWU) well-being innovation (WIN) platform projects in the Vaalharts community. This research was qualitative and a case study design was followed. Through interviews and focus groups, the perceptions of participants of the WIN platform projects were obtained. The data used stemmed from empirical research by the Human Sciences Research Council (HSRC) and the researchers. Although this study could reach only a limited number of project participants, they provided valuable insights into the ways they had experienced the projects. Guided by the Context–Focus–Profile model, a comprehensive evaluation framework was constructed for the interview and focus groups’ schedules. The findings indicated that the community members had positive perceptions of the projects, which had contributed most especially to skills and self-development. However, as members of a poor community, such people are vulnerable. To ensure that they feel respected and that projects fit their needs to ensure long-lasting benefits, the way in which community engagement was conducted was important. Recommendations for improvement emerging from this study focussed on collaboration, communication, monitoring and recruitment. This article thereby contributed to the debate about higher education institutions’ involvement in community engagement and demonstrated the value of using the Context–Focus–Profile model for evaluation purposes.

A Pedagogy of Promise

2018 ◽  
pp. 333-354 ◽  
Author(s):  
Eva M. Zygmunt ◽  
Kristin Cipollone
Keyword(s):  
Teacher Education ◽  
African American ◽  
Service Learning ◽  
Community Engagement ◽  
Low Income ◽  
Culturally Responsive ◽  
Community Member ◽  
Rich Description ◽  
Culturally Responsive Teachers ◽  
The Rich

This chapter details an innovative teacher education paradigm that privileges community-engagement and critical service-learning in the development of culturally responsive teachers. Candidates are removed from campus and immersed in a low-income, African-American neighborhood for an entire semester's coursework, where they participate in critical service-learning alongside community mentors and members of the neighborhood community council. Differentiated from more traditional models of university service learning characterized by “doing for,” and which tend to favor those who serve over those being served, candidates participate with and alongside residents in projects identified by members of the neighborhood as integral to community vitality. The chapter details examples of critical service-learning that have been co-enacted in the eight-year history in the neighborhood. Candidate and community member reflections on their co-participation are privileged in the rich description of how this partnership is instrumental in the development of culturally responsive teachers.

A Pedagogy of Promise

2021 ◽  
pp. 661-682
Author(s):  
Eva M. Zygmunt ◽  
Kristin Cipollone
Keyword(s):  
Teacher Education ◽  
African American ◽  
Service Learning ◽  
Community Engagement ◽  
Low Income ◽  
Culturally Responsive ◽  
Community Member ◽  
Rich Description ◽  
Culturally Responsive Teachers ◽  
The Rich

This chapter details an innovative teacher education paradigm that privileges community-engagement and critical service-learning in the development of culturally responsive teachers. Candidates are removed from campus and immersed in a low-income, African-American neighborhood for an entire semester's coursework, where they participate in critical service-learning alongside community mentors and members of the neighborhood community council. Differentiated from more traditional models of university service learning characterized by “doing for,” and which tend to favor those who serve over those being served, candidates participate with and alongside residents in projects identified by members of the neighborhood as integral to community vitality. The chapter details examples of critical service-learning that have been co-enacted in the eight-year history in the neighborhood. Candidate and community member reflections on their co-participation are privileged in the rich description of how this partnership is instrumental in the development of culturally responsive teachers.

Engaging Graduate Students in Cultural Experiences Early: The Development, Implementation, and Preliminary Student Perceptions of a Community Engagement Clinical Experience

2021 ◽  
pp. 1-13
Author(s):  
Casey Taliancich-Klinger ◽  
Naomi Arcos Hernandez ◽  
Alycia Maurer
Keyword(s):  
Graduate Students ◽  
Community Engagement ◽  
Student Perceptions ◽  
Clinical Experience ◽  
Cultural Sensitivity ◽  
Culturally Responsive ◽  
The United States ◽  
Personnel Preparation ◽  
Diverse Patient Population ◽  
Language Pathology

Purpose: Speech-language pathologists and audiologists are called to serve an increasingly diverse patient population in the United States. This increased diversity highlights the need for clinicians to be educated early in their careers about best practices to serve patients and clients from diverse backgrounds. In this clinical focus article, the authors present the development, implementation, and preliminary perceptions of a culturally responsive clinical experience for speech-language pathology graduate students designed to engage them early in their learning career. Method: The pilot program was based on pillars of experiential learning and community engagement. Graduate students attended trainings aligned with a model of culturally relevant care to prepare them to conduct speech and language screenings and small group language enrichment in English and Spanish. Results: Preliminary analyses of student reflections indicated themes of positive perceptions about the experience and provided preliminary support for students learning about working with culturally and linguistically diverse populations in an early, intentional, and focused experience. Conclusions: Early personnel preparation to culturally responsive care is crucial to meet the needs of future caseloads. Further research into the effectiveness of this kind of program is necessary to identify which variables may have the most impact on a student's cultural sensitivity, awareness, knowledge, and skills.

Thriving in Academia: Understanding and Managing the Complexities of Faculty Work

2012 ◽  
Vol 15 (2) ◽  
pp. 77-84 ◽  
Author(s):  
Ketevan Mamiseishvili
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Community Engagement ◽  
Everyday Life ◽  
Work Setting ◽  
Higher Education Research ◽  
Faculty Work ◽  
College And University ◽  
Teaching Research ◽  
University Settings

In this paper, I will illustrate the changing nature and complexity of faculty employment in college and university settings. I will use existing higher education research to describe changes in faculty demographics, the escalating demands placed on faculty in the work setting, and challenges that confront professors seeking tenure or administrative advancement. Boyer’s (1990) framework for bringing traditionally marginalized and neglected functions of teaching, service, and community engagement into scholarship is examined as a model for balancing not only teaching, research, and service, but also work with everyday life.

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