Carnegie's Community-Engagement Classification: Intentions and Insights

Driscoll, Amy

doi:10.3200/chng.40.1.38-41

Cited by 118 publications

(63 citation statements)

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“…The findings support previous study that individuals who enter a financial education program voluntarily tend to have better financial literacy than individuals who enter such a program involuntarily (Meier & Sprenger, 2013). Thus, it is very important that all educators and trainers examine the characteristics of the trainees, especially their motivation and attitude before they design certain community engagement program (Noe, 1986;Driscoll, 2008).…”

Section: Resultssupporting

confidence: 77%

“…In order to accurately assess the effectiveness of the training, it is crucial that all educators and trainers examine the characteristics of the trainees, especially their motivation and attitude (Driscoll, 2008;Noe, 1986). To increase learner's motivation, it is imperative that the educator improve the relevance of the content of the program, as the participant will always raise the question: "What's in it for me?"…”

Section: Motivation Toward and Perceived Usefulness Of Financial Educmentioning

confidence: 99%

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Exploring the Motivation Toward and Perceived Usefulness of a Financial Education: Program Offered to Low-income Women in Indonesia

Hati¹

2017

ajce

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A previous study demonstrated that low-income women tend to have lower financial literacy. This low level of financial literacy affects the manner in which they manage their daily finances, as well as their ability to save for long-term needs. Currently, the statistics show that financial literacy in Indonesia is relatively low. To support Indonesian government in improving financial literacy, especially among the most marginalized group -women of low income -Universitas Indonesia launched a community engagement initiative conducted in the form of financial literacy training targeted at low-income women working as street sweepers around the university. This study investigates the motivation toward and perceived usefulness of the financial education program to improve the financial literacy of low-income women working as street sweepers around Universitas Indonesia. A mixed research method is applied in the study. The data were collected from in-depth interviews and a mini survey conducted to 23 low-income female street sweepers who joined the 10 weeks financial education program. Both quantitative and qualitative data were analyzed to produce a comprehensive description of the participants' perceptions and attitudes toward the financial literacy program. The study demonstrates that the majority of low-income women have low motivation toward financial literacy education, and they also have a negative perception of the usefulness of such program. Thus, it is very important that all educators and trainers examine the characteristics of the trainees and assess the relevancy of the education program before they design certain community engagement program.

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Section: Resultssupporting

confidence: 77%

Section: Motivation Toward and Perceived Usefulness Of Financial Educmentioning

confidence: 99%

Exploring the Motivation Toward and Perceived Usefulness of a Financial Education: Program Offered to Low-income Women in Indonesia

Hati¹

2017

ajce

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“…Service learning is one of the fundamental indicators for Carnegie' s voluntary classification for Community Engagement, further evidence of the centrality of service learning in developing new models for civic engagement in higher education (Driscoll, 2008). The values, processes, collaborations, and goals of service learning courses provide models for other forms of civic engagement focused on research (e.g., participatory action research) and professional service (e.g., collaborative partnerships with the community) (Bringle, Hatcher, & McIntosh, 2006).…”

Section: Service Learning and Civic Engagementmentioning

confidence: 99%

“…From the point of view of the academy, service learning involves faculty, students, and professional staff in educationally meaningful community service through the curriculum. Service learning also embodies qualities and values to which current models of civic engagement aspire: meeting community and academic goals through reciprocal, democratic partnerships in ways that incorporate all constituencies as coeducators, colearners, and cogenerators of knowledge and that promote the growth and respect of all constituencies (Saltmarsh & Hartley, 2011).Service learning is one of the fundamental indicators for Carnegie' s voluntary classification for Community Engagement, further evidence of the centrality of service learning in developing new models for civic engagement in higher education (Driscoll, 2008). The values, processes, collaborations, and goals of service learning courses provide models for other forms of civic engagement focused on research (e.g., participatory action research) and professional service (e.g., collaborative partnerships with the community) (Bringle, Hatcher, & McIntosh, 2006).…”

mentioning

confidence: 99%

Assessing Civic Engagement at Indiana University–Purdue University Indianapolis

Pike

Bringle

Hatcher

2014

New Drctns for Instit Rsrch

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Indianapolis (IUPUI) have developed several tools to assess campus civic engagement initiatives. This chapter describes the IUPUI Faculty Survey and the Civic-Minded Graduate Scale, and reports on findings from campus-based assessment and research.Assessing Civic Engagement at Indiana University-Purdue University Indianapolis Gary R. Pike, Robert G. Bringle, Julie A. Hatcher As a result of the renewed interest in community service, service learning, and civic engagement during the 1990s, America' s colleges and universities are developing new models for how they relate to their communities. The foundation and inspiration for developing approaches to civic engagement were put forth by Ernest Boyer who wrote extensively on the role of service, community, and values in education. Boyer (1996) promoted a new model for higher education in which "the academy must become a more vigorous partner in searching for answers to our most pressing social, civic, economic, and moral problems, and it must affirm its historic commitment to society" (pp. 19-20). He noted that, "What is needed is not just more programs, but a larger purpose, a larger sense of mission, a larger clarity of direction" (Boyer, 1994, p. A48).The emergence of civic engagement has been evident in all types of institutions, including community colleges, liberal arts institutions, comprehensive universities, metropolitan universities, professional schools, and large research universities. Institutions of higher education have begun to reexamine the structures, frameworks, and procedures associated with civic engagement activities, including the nature of the scholarship of engagement (Brukardt, Holland, Percy, & Zimpher, 2004;O'Meara & Rice, 2005). In a study by O'Meara (2005), two out of three of the 729 chief academic officers surveyed reported that, during the previous 10 years, their institutions had changed mission and planning documents, amended faculty evaluation criteria, provided incentive grants, or developed flexible workload programs as a basis for a broader definition of scholarly work. Nevertheless, only about one third of the chief academic officers observed increases in the scholarship of integration, student contact with faculty, and scholarship focused on civic engagement and professional service. Based on these results much more needs to be done to fulfill the promise of civic engagement. An important element in this process is assessing the alignment between institutions' civic engagement goals and the ways in which civic engagement is supported and implemented on and off campus. Service Learning and Civic EngagementAlthough there are many forms of civic engagement, service learning courses represent one of the best approaches for reaching the most central goals of engaging students in ways that contribute to their civic knowledge, skills, and habits (Battistoni, 2001;Eyler & Giles, 1999). We limit service learning to curricular civic engagement by defining it as a "course-based, credit-bearing educational experience in which students...

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“…A study by Driscoll (2008) evaluating the experiences of Carnegie classified community institutions, emphasized "alignment of mission, marketing, leadership, traditions, recognitions, budgetary support, infrastructure, faculty development, and strategic plans as foundational indicators of community engagement" (p. 40).…”

Section: Insights From Institutions That Have Been Recently Classifiementioning

confidence: 99%

Partnering for change in dance higher education

Pulinkala¹

2014

Research in Dance Education

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This case study evaluated the long-term viability of the community engagement partnerships within the Program in Dance at Kennesaw State University. Framed by Social Exchange Theory, data gathered from university and community stakeholders was synthesized to evaluate the experiences within these partnerships. The element of reciprocity was analyzed from multiple participant perspectives, to gain an understanding of how these partnerships can be developed and sustained in the future.

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Carnegie's Community-Engagement Classification: Intentions and Insights

Cited by 118 publications

References 0 publications

Exploring the Motivation Toward and Perceived Usefulness of a Financial Education: Program Offered to Low-income Women in Indonesia

Exploring the Motivation Toward and Perceived Usefulness of a Financial Education: Program Offered to Low-income Women in Indonesia

Assessing Civic Engagement at Indiana University–Purdue University Indianapolis

Partnering for change in dance higher education

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