Incorporating QRL Scan Codes in a Geology-Awareness Campus Engagement Project

2014 ◽  
Vol 62 (3) ◽  
pp. 532-534
Author(s):  
Tamie J. Jovanelly
Keyword(s):  
Campus Engagement

Communicating value through strategic engagement

2018 ◽  
Vol 39 (3/4) ◽  
pp. 154-165 ◽  
Author(s):  
Scott Walter
Keyword(s):  
Academic Library ◽  
First Century ◽  
Content Type ◽  
Campus Engagement ◽  
Library Assessment ◽  
Culture Of Assessment ◽  
The University ◽  
Library Value ◽  
University Setting

Purpose The purpose of this paper is to explore ways in which “library value” may be communicated in a university setting through more effective engagement with strategic planning and a broader array of campus partners. Design/methodology/approach This paper presents a case study of an academic library in which alignment with the university mission and strategic plan and alignment of library assessment efforts with the broader culture of assessment at the university have resulted in positive gains for the library in terms of campus engagement and recognition of library value. Findings This paper provides insights into successful strategies for improved communication of library value to senior leadership, new investment in library facilities, and enhanced opportunities for collaboration across the university on strategic initiatives including student success, innovation in teaching and scholarship, and community engagement. Originality/value This paper provides library leaders with new approaches to engagement with campus partners and senior academic leadership in promoting the library as a strategic resource worthy of investment in the twenty-first century.

scholarly journals Repeated Negative Teaching Evaluations: A Form of Habitual Behaviour?

2015 ◽  
Vol 45 (4) ◽  
pp. 298-321
Author(s):  
J Paul Grayson
Keyword(s):  
British Columbia ◽  
Generational Status ◽  
First Year ◽  
Not Given ◽  
Campus Engagement ◽  
Teaching Evaluations ◽  
University Of British Columbia ◽  
Mcgill University ◽  
The University ◽  
Do So

Teaching evaluations have become part of life on Canadian campuses; however, there is no agreement among researchers as to their validity. In this article, comparisons were made between first- and third-year collective evaluations of professors’ performance at the University of British Columbia, York University, and McGill University. Overall, it was found that students who provided low evaluations in their first year were also likely to do so in their third year. This effect held independent of degree of campus engagement, sex, student status (domestic or international), and generational status (students who were the first in their families to attend university, compared to those who were not). Given that over the course of their studies, students likely would have been exposed to a range of different behaviours on the part of their professors, it is argued that the propensity of a large number of students to give consistently low evaluations was a form of “habitual behaviour.”  

Conveying Complexity in Contemporary Academic Library Service Models

2020 ◽  
Vol 15 (1) ◽  
Author(s):  
Barbara Sobol
Keyword(s):  
Academic Library ◽  
Library Services ◽  
Service Model ◽  
Library Service ◽  
University Environment ◽  
Campus Engagement ◽  
Service Desk ◽  
Fundamental Goal ◽  
Service Models

This article will provide both practical and critical insights into contemporary library service practices using the UBC Okanagan service model redesign as a case study. In 2018 the service desk at UBC Okanagan Library was redesigned into a service zone with a fundamental goal of increasing the prominence of complex library services. By improving the visibility of research support within a newly conceptualized service zone, we addressed inclusivity through design and staffing practices while facilitating campus engagement through programming. This article offers a contribution to the ongoing discussion of consolidated service models and challenges the profession to continue experimenting with service model design and delivery in order to support diverse library patrons in an increasingly neoliberal university environment.

The University of Hawai‘i at Manoa Sustainability Courtyard as a Center for Campus Engagement

2013 ◽  
pp. 107-120
Author(s):  
John Cusick
Keyword(s):  
Food Security ◽  
Bottom Line ◽  
Campus Engagement ◽  
University Campuses ◽  
Energy Economy ◽  
Uncertain Future ◽  
University Of Hawai'i ◽  
The University ◽  
Future Education ◽  
Water And Food Security

The University of Hawai‘i at Manoa Sustainability Courtyard provides a venue for campus engagement to educate and increase awareness of developing solutions and/or adaptations to geopolitical and environmental challenges, particularly energy, water, and food security. Few institutions are immune to coping and addressing triple bottom line issues of energy (economy), water, food and waste management (environment), and workplace comfort and safety concerns (equity), so the limited window of time students have on university campuses is an opportunity to engage and prepare them for an uncertain future (+ education).

Work Hard

2020 ◽  
pp. 72-96
Author(s):  
Janel E. Benson ◽  
Elizabeth M. Lee
Keyword(s):  
First Generation ◽  
Academic Work ◽  
High Status ◽  
First Generation Students ◽  
Summer Bridge ◽  
Daily Lives ◽  
Campus Engagement ◽  
Social Lives ◽  
Faculty Relationships

Chapter 4 describes first-generation students in a Work Hard geography. These academically engaged students made not only classes and homework central to their daily lives, but their friendships and social lives also were often rooted in either academic work and/or nonathletic extracurricular interests. Work Hard students report close faculty relationships and strong friendships, often with those from similar demographic backgrounds, but they are also lonely outside those spheres, avoiding the high-status social hubs of campus. Most students in this geography came through Summer Bridge, and much of their campus engagement is in reaction to the racism, classism, and sexism they feel and observe on campus. They have created friendship communities that provide affirmation and support and crafted geographies that link their social, extracurricular, and academic priorities. The overlap of these spaces provides a buffer but does not connect these students to wealthier peers.

scholarly journals Funding Social Innovation in Canada: A Conversation with Stephen Huddart and Chad Lubelsky of the McConnell Foundation

2019 ◽  
Vol 4 (2) ◽  
pp. 107-116
Author(s):  
David Peacock ◽  
Stephen Huddart ◽  
Chad Lubelsky
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Postsecondary Education ◽  
Social Innovation ◽  
Social Infrastructure ◽  
Community Service Learning ◽  
Campus Engagement ◽  
Innovation Activities ◽  
Canadian Higher Education ◽  
Higher Education And Society

Co-editor of this issue David Peacock interviews Stephen Huddart (President and CEO) and Chad Lubelsky (Program Director) of the McConnell Foundation, a historic supporter of postsecondary education across Canada. McConnell’s investments in community service-learning, social entrepreneurial and innovation activities and social infrastructure programs and dialogues have made them a significant partner for many Canadian higher education institutions. Yet not all community-campus engagement scholars and practitioners, and Engaged Scholar readers, may have heard McConnell articulate for itself its aims and goals for Canadian higher education and society. This interview canvasses the scope of McConnell’s work and interests in community-campus engagement, and sheds light on the actions of an influential private actor in the postsecondary sector.  

scholarly journals Rooting out Poverty: People, Passion, and Place at Station 20 West

2019 ◽  
Vol 4 (2) ◽  
pp. 95-104
Author(s):  
Lisa Erickson ◽  
Isobel Findlay ◽  
Colleen Christopherson-Cote
Keyword(s):  
Inner City ◽  
Common Good ◽  
Poverty Reduction ◽  
Lessons Learned ◽  
Community Knowledge ◽  
Campus Engagement ◽  
The Common Good ◽  
The Common ◽  
The Impact

This case study summarizes and discusses our project exploring the impact of co-location, connectedness, and community-campus collaboration in addressing the root causes of poverty and our efforts to build capacities in Saskatoon. The site of this study is Station 20 West, a community enterprise centre in the heart of Saskatoon’s inner city that opened in the fall of 2012 as a result of community knowledge, participation, and determination to act for the common good. We share our findings, lessons learned, and project team reflections which underscore the connectedness of poverty reduction and reconciliation, the importance of including those with lived and diverse experience in community-campus engagement (CCE), and the hallmarks of good CCE.

scholarly journals Learning to “Walk the Talk”: Reflexive Evaluation in Community-First Engaged Research

2019 ◽  
Vol 4 (2) ◽  
pp. 61-84
Author(s):  
Magdalene Goemans ◽  
Charles Z. Levkoe ◽  
Peter Andrée ◽  
Nadine Changfoot ◽  
Colleen Christopherson-Cote
Keyword(s):  
Phase I ◽  
Critical Reflection ◽  
Participatory Evaluation ◽  
Institutional Constraints ◽  
Campus Engagement ◽  
Evaluation Methodologies ◽  
General Evaluation ◽  
Working Practices ◽  
Reflective Evaluation ◽  
Considerable Body

While a considerable body of literature advocates for participatory evaluation methodologies within community-centred community-campus engagement (CCE) projects, there has been limited study to date on how a “community-first”, or community-driven approach to CCE may be informed and strengthened by reflexive evaluation practices. Reflexive evaluation involves a critical reflection on the positionality of participants in relation to the processes they are engaged in and attempting to influence. In response to this gap, this article develops a reflexive account of our activities and influence, as academics, within an evaluation of the first phase of the multi-year pan- Canadian CCE project known as Community First: Impacts of Community Engagement (CFICE). Building on the experiences of community and academic partners across a collective reflective evaluation of over forty demonstration projects within Phase I of CFICE, we reflexively examine our own efforts to incorporate common community-first CCE working practices into the evaluation processes to which we contributed. This examination reinforces scholarly assertions about the crucial position of community voices in co-governance of CCE projects, the need to reduce institutional constraints to community participation, and the value of nourishing relationships within CCE work. The approach explored in this article complements more general evaluation methods for practitioners seeking to ensure accountability to community-first values in their work. The article also explores how reflexive evaluation can inform practitioners about deeper personal and collective introspection and transformations related to relationships and processes associated with employing community-first CCE working practices.

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