Community Engagement in Higher Education

Jacob, W. James; Sutin, Stewart E.; Weidman, John C.; Yeager, John I.

doi:10.1007/978-94-6300-007-9_1

Cited by 34 publications

(35 citation statements)

References 27 publications

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“…Quality of University Management and its Impact on the Local Community quantitative interpretation and can only be evaluated qualitatively (Jacob, Sutin, Weidman,Yeager, 2019). Accordingly, the task of a unified interpretation of quantitative and qualitative assessments arises.…”

Section: Andrey Belov Galina Chernova Vladimir Khalin Natalia Kuznmentioning

confidence: 99%

Quality of University Management and Its Impact on the Local Community

Belov

Chernova

Халин

et al. 2020

Management Theory and Studies for Rural Business and Infrastructure Development

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The quality of university management depends on numerous factors, including the consequences it has on the local community. While the consequences have numerous and hardly equitable aspects, this article suggests a synthetic model for the assessment of university management, which considers a full range of existing effects. The research methodology is based on the balanced scorecard concept. Verification, using the available empirical data for comparison of two universities, confirms the model's validity. Thus, the article recommends this model for solving a whole range of university management issues, especially in the interaction of higher education entities with outer and inner communities.

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Section: Andrey Belov Galina Chernova Vladimir Khalin Natalia Kuznmentioning

confidence: 99%

Quality of University Management and Its Impact on the Local Community

Belov

Chernova

Халин

et al. 2020

Management Theory and Studies for Rural Business and Infrastructure Development

View full text Add to dashboard Cite

show abstract

“…The United States has a long history of community engagement partnerships with HEIs. In the nineteenth century, many states established land grant universities linking higher education with agriculture, heavy industries, and local communities (Jacob, 2015). Those strong ties have persisted with many land grant universities, but with the growth of system-wide educational entities (e.g., R1, community colleges, regional comprehensive universities), community engagement efforts have seemed to shift in priority based on the HEIs designation.…”

Section: Anchor Institutionsmentioning

confidence: 99%

Application of Faith and Learning

Harrison

Weigel

Smith

2020

MUJ

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Higher education institutions face many competing priorities and are still expected to serve the public good. Faith-based institutions, in particular, aim to meet a faith-inspired calling and serve the communities in which they are situated while guiding students in their faith formation by integrating service and academic priorities. In this paper, the authors explore, through a case study methodology, the unique positionality of Messiah University, a faith-based university located near the capital city of Harrisburg, PA. Specifically, this study explores the impact of a community engaged course with an urban nonprofit agency.

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“…Last and at the crux of this paper, the fourth plank, community engaged participatory learning , shares many features with community-based participatory action research (21). Students quickly come to realize that they both contribute to and benefit from the understandings of their cohort members as well as from people in the communities who experience public health challenges.…”

Section: Baccalaureate Public Health Programming In the Uic Context1mentioning

confidence: 99%

A Cohort Model and High Impact Practices in Undergraduate Public Health Education

Opacich

2019

Front. Public Health

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Developing curriculum that is more than a collection of courses necessitates articulating philosophy and principles that undergird curricular decisions. While faculty are accustomed to expressing ideas within their realms of content expertise, building consensus around educational philosophy and pedagogy may be less common but equally important to assure coherent curriculum. Such discussions lead to intentional curriculum. When attuned to intent and combined with high impact practices, curriculum is likelier to result in student success and engagement. Since public health by nature entails community interaction, opportunities to think and work in a variety of communities reflects the work in the public health arena. Building a community of learners in the context of a highly diverse urban campus requires very deliberate curriculum planning and design. The likelihood that learning communities will emerge spontaneously is reduced when only a small proportion of students live on or near campus, and most spend considerable time commuting. Virtually all undergraduate public health students have responsibilities beyond academics, including employment, family caregiving, religious obligations, etc. Since most undergraduate students in this setting are first generation to higher education, learning communities and other high impact practices become even more important to provide meaningful baccalaureate education. Such communities evolve most efficiently when integrated into the curriculum design. By implementing a cohort model, not only can faculty participate and facilitate the evolution of a community of learners, they can employ other high impact practices designed to enhance and compound public health content and processes. Undergraduate public health students in this setting take all of their core courses (32 semester hours) together in a prescribed sequence. Faculty have clear understanding about what preceded a course and what follows. Every course entails both individual work and group collaboration. Students come to understand each other's strengths and needs, and with rare exception, they support each other on the journey and share some mutual successes. Both expected and unintended outcomes of this approach are conveyed in this article along with a few cautions for those considering these strategies for undergraduate public health education.

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Community Engagement in Higher Education

Cited by 34 publications

References 27 publications

Quality of University Management and Its Impact on the Local Community

Quality of University Management and Its Impact on the Local Community

Application of Faith and Learning

A Cohort Model and High Impact Practices in Undergraduate Public Health Education

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