“Building Bridges, Not Fences”: A History of Civic Engagement at Private Black Colleges and Universities, 1944–1965

2015 ◽  
Vol 55 (3) ◽  
pp. 346-379 ◽  
Author(s):  
Marybeth Gasman ◽  
Dorsey Spencer ◽  
Cecilia Orphan
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Civic Engagement ◽  
Undergraduate Students ◽  
Black Colleges ◽  
Local Communities ◽  
College And University ◽  
History Of ◽  
And Behavior ◽  
The Impact

HBCUs traditionally build bridges, not fences, for their neighbors.–Barbara S. FrankleIn its truest sense, higher education is aimed at fostering academic achievement and educating students for good and productive citizenship. With this purpose in mind, over the past few decades there has been a proliferation of research on civic engagement. Although substantial in size and reach, the civic engagement literature is limited in terms of depth and scope. Many scholars working in this area have sought to define civic engagement as well as service learning; service learning is believed to lead to greater civic engagement and to increase educational attainment by some scholars and practitioners. Of note, this scholarship aims to defend civic engagement by providing a philosophical justification for it, reclaiming the historic civic purpose of higher education, or providing an assessment of student outcomes, including participation in protest, voting knowledge and behavior, and the impact of service learning. The civic engagement literature also demonstrates the level of engagement among undergraduate students and provides in-depth case studies of college and university initiatives to engage local communities throughout the nation. Scholars of civic engagement have focused on many different types of majority institutions, including small private colleges, state universities, land grant institutions, and private research universities. Most of these studies draw on how the unique histories of these various sectors of higher education position them for civic engagement work as well as the institutional efforts to engage local communities.

The Impact of TimeSlips on Undergraduate Students in Service Learning With Older Adults

2020 ◽  
pp. 1-8
Author(s):  
Sabine Heuer
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Undergraduate Students ◽  
Attitude Scale ◽  
Evidence Based ◽  
Attitudes Toward Older Adults ◽  
Students Attitudes ◽  
Attitude Shift ◽  
The Impact ◽  
Journal Entries

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.

scholarly journals UTILIZING UNDERGRADUATE RESEARCH TO INFORM COMMUNITY RESOURCES FOR OLDER ADULTS: A SERVICE-LEARNING PROJECT

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S537-S538
Author(s):  
Amanda E Barnett ◽  
Sara Olinger
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Best Practices ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Community Resources ◽  
Home Visitor ◽  
Aging Societies ◽  
Theory Research ◽  
The Impact

Abstract Engaging undergraduate students with aging-focused community resources is critical for preparing students to work with older adults and make positive contributions to aging societies. During the fall, 2018 semester, undergraduate students in a human development course on middle and late adulthood partnered with a county aging and disability resource center (ADRC) in Wisconsin to evaluate and update several of their existing programs and resources using empirical research. Upon completion of this project, students synthesized course material to meet all course learning objectives such as: (1) critically analyze physical, psychological, and sociological processes of aging across categories of difference (e.g. cultural, ethnic, class); (2) evaluate social policies and their multigenerational implications for midlife and older adults; and (3) construct a personal position on aging that integrates theory, research, and policy to demonstrate a sensitive and competent approach to working with midlife and older adults. Students researched, wrote reports, and presented to ADRC staff on the impact of social isolation on older adults, best practices for home visitor and transportation programs serving older adults, cognitive competency tools and best practices for utilizing memory assessments, grief supports and groups for family caregivers, and best practices for supporting veterans as they age. The outcome of these projects are research-based recommendations for any ADRC to consider when developing and implementing related programs. All stakeholders (students, professor, and ADRC staff) were satisfied with the process and outcomes of the project. Strengths and challenges of carrying out such a collaborative project will be reviewed.

scholarly journals Does Eco-labeling of Services Matter? Evidence from Higher Education

2016 ◽  
Vol 16 (4) ◽  
Author(s):  
Daniel C. Hickman ◽  
Andrew G. Meyer
Keyword(s):  
Higher Education ◽  
Time Series ◽  
Empirical Evidence ◽  
University Presidents ◽  
Interrupted Time Series ◽  
Department Of Education ◽  
Considerable Heterogeneity ◽  
College And University ◽  
The Us ◽  
The Impact

Abstract: Eco-labeling of services has become increasingly common, yet little empirical evidence exists concerning its effectiveness. We address this gap in the literature by analyzing a highly visible eco-label, the American College and University Presidents’ Climate Commitment (ACUPCC), in the sector of higher education. We match information about the ACUPCC to the US Department of Education IPEDS database to examine the impact of signing on student applications, admissions, and enrollment. We mainly utilize a difference-in-difference approach to identify the effects of interest but confirm results with an interrupted time series model. We find that signing the ACUPCC increases applications and admitted students by 2.5–3.5 %. However, the evidence regarding enrollment is weaker with only some specifications finding increases of around 1–2 %. Overall, there is considerable heterogeneity across sectors and selectivity of the institutions. These results show that, at the minimum, voluntary and information-based approaches (VIBAs) for services can be effective in generating visibility and influencing less-costly consumer behavior.

Service Learning: The Peace Corps, American Higher Education, and the Limits of Modernist Ideas of Development and Citizenship

2018 ◽  
Vol 58 (4) ◽  
pp. 475-505
Author(s):  
David S. Busch
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Citizenship Education ◽  
Peace Corps ◽  
Pedagogical Practices ◽  
American Higher Education ◽  
History Of ◽  
The 1960S ◽  
Work Abroad ◽  
The University

In the early 1960s, Peace Corps staff turned to American colleges and universities to prepare young Americans for volunteer service abroad. In doing so, the agency applied the university's modernist conceptions of citizenship education to volunteer training. The training staff and volunteers quickly discovered, however, that prevailing methods of education in the university were ineffective for community-development work abroad. As a result, the agency evolved its own pedagogical practices and helped shape early ideas of service learning in American higher education. The Peace Corps staff and supporters nonetheless maintained the assumptions of development and modernist citizenship, setting limits on the broader visions of education emerging out of international volunteerism in the 1960s. The history of the Peace Corps training in the 1960s and the agency's efforts to rethink training approaches offer a window onto the underlying tensions of citizenship education in the modern university.

Reconsidering a Classic: Assessing the History of Women's Higher Education a Dozen Years after Barbara Solomon

1997 ◽  
Vol 67 (4) ◽  
pp. 689-718 ◽  
Author(s):  
Linda Eisenmann
Keyword(s):  
Higher Education ◽  
The State ◽  
Historical Research ◽  
Access To Higher Education ◽  
Normal Schools ◽  
Educational History ◽  
Subsequent Research ◽  
History Of ◽  
Women's Higher Education ◽  
The Impact

In this article, Linda Eisenmann examines the role and impact of Barbara Solomon's now classic text in women's educational history, In the Company of Educated Women: A History of Women and Higher Education in America. Eisenmann analyzes how Solomon's book influenced, defined, and in some ways limited the field of women's educational history. She shows how current historical research — such as the study of normal schools and academies — grew out of Solomon's work. She points out where the book is innovative and indispensable and where it disappoints us as teachers and scholars in the 1990s. Eisenmann criticizes Solomon for placing too much emphasis on women's access to higher education, thereby ignoring the importance of wider historical and educational influences such as economics, women's occupational choices, and the treatment of women in society at large. Finally, Eisenmann examines the state of subsequent research in women's higher educational history. She urges researchers to investigate beyond the areas defined by Solomon's work and to assess the impact of these neglected subjects on women's experiences in education.

scholarly journals Growing Together: Advancing Networks for Service-learning Actors in Asia

2018 ◽  
Vol 59 ◽  
pp. 01030
Author(s):  
Wai Ching Angela Wong
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Affective Learning ◽  
Community Members ◽  
Higher Education System ◽  
Whole Person ◽  
Learning Programs ◽  
The Face ◽  
History Of ◽  
Whole Person Education

This paper traces the history of United Board‘s engagement with service-learning through higher education in Asia and reflects on the recent discussion about the relevancy of service-learning activities to today‘s higher education system. Through a close review of the experience shared in recent projects sponsored and organized by United Board in the last five years, service learners from colleges and universities around Asia all testified an process that deepens both cognitive and affective learning, generating in service-learning actors-faculty, students and community members-a connection that could inspire and sustain their vision and passion for life. Despite the seemingly still marginalized status of service learning programs and faculty in most higher education institutions, educators believing in whole person education only find service-learning ever more important in the face of higher education that has been increasingly trapped by the ranking race.

Insights on lean gamification for higher education

2017 ◽  
Vol 8 (3) ◽  
pp. 359-376 ◽  
Author(s):  
Ahmed Deif
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Social Impact ◽  
Evaluation Criteria ◽  
Assessment Criteria ◽  
Lean Thinking ◽  
Content Type ◽  
Social Processing ◽  
The Social ◽  
The Impact

Purpose There is no argument that using games (gamification) is an efficient way of learning in higher education. The questions, though, are which gamification approach is most suitable at that level and how to assess its suitability? This paper aims to attempt to partially answer these two questions, in the context of lean thinking education. Design/methodology/approach The paper offers an assessment criteria to investigate the impact of lean gamification based on the evaluation of motivational, cognitive and social processing during games. In addition, a study is conducted among selected games using these assessment criteria. The study included statistical as well as comparative analysis. The study was based on a sample of undergraduate students learning various lean thinking concepts through physical games over the course of six months. Findings Results showed different interaction levels between the three evaluation criteria depending on the type and design of the lean game. The reported scores and analysis drew various lessons on how to use gamification in the context of lean teaching, outlined some best practices in lean games design and suggested recommendations in mapping lean games from industrial domain to higher education domain. Research limitations/implications The scope of this research was bounded by the sample size of students as well as the selected nine lean thinking games. Larger pool of students as well as other lean thinking games can offer further insights and confirm the outlined ones. Practical implications The presented work will help lean thinking educators in higher education to better understand the student dynamics associated with engaging them in this type pf pedagogical approach. It will help guiding lean thinking games’ designer on how to better cater for this segment of lean thinking learners. Finally, it will aid in promoting lean gamification as an effective learning tool. Social implications The social impact is achieved through enhancing lean thinking education to a wide number of students. This will positively impact the society through the application of the effective lean tools at different stages, levels and places in these students’ life experiences. Originality/value This study offers one of the very few applications in gamification assessment in the context of lean thinking. Furthermore, it integrates the social processing criterion for the first time with the classical two other criteria (motivation and cognitive) used in games education assessment. Finally, it offers new insights for lean thinking game designers for higher education learners.

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