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For over 100 years, Cooperative Extension has served communities through local Extension agents with expertise in such topics as agriculture, youth development, and family and community health. In 2008, the Oregon State University Extension Service launched a pilot (Open Campus and Juntos) to broaden Extension's reach by placing agents with "boundary spanning" expertise inside communities to address disparities in educational and economic opportunities. Open Campus and Juntos span three university-community boundaries: cultural dissonance between higher education and communities, particularly for Latinx families; the disconnect among community colleges and universities in supporting transfer students; and the silos among traditional Extension content areas to build programs addressing community needs. Impacts include 7,200 students and family members served through Juntos, increased high school graduation rates for Juntos students, additional transfer support for 1,500 community college students, and the creation of multiple centers providing broadband access in one of Oregon's most rural counties.

Cooperative Extension has a long-standing history of placing individuals in communities to lead community-wide change. These individuals are employees of the nation's land-grant universities, with significant roles and responsibilities working between and among institutions and their communities. They often must maintain dual identities and roles, bridging the university mission and community needs. This study examined the boundary-spanning behaviors and orientations of Cooperative Extension staff and found few personal or work characteristics correlated with boundary-spanning behaviors. We explain how this lack of correlation may serve to assuage concerns about objectivity in the boundary-spanning work of Extension professionals. Higher education administrators and community leaders can use this information to better orient, equip, and train these Cooperative Extension professionals to make a lasting impact through propelling objective community change.

Housing is a basic need. The National Association of Community Development Extension Professionals (NACDEP), Land Use Planning Community of Practice held a virtual forum in December 2021 on the national housing crisis. The session revealed common challenges communities face when addressing these issues locally. As a follow-up to that session, this paper summarizes Extension perspectives on community housing issues discussed during the session, reviews the literature on Extension programs related to housing, and makes the case for a national peer learning and communications network to address these difficult and urgent community housing challenges.

The Tri-Learner model of Extension Collaboration offers an innovative approach to address community needs and advance research by convening faculty from academic research, statewide Extension, and community-embedded Extension. This article describes development of a new Tri-Learner Model through an early childhood resilience project, with data from 32 participants. We present four key factors for the model's success: First, ensure that research and application are responsive to community needs rather than University-driven. Second, establish trusting, reciprocal relationships. Third, equally value each team member's knowledge and skills. Finally, leverage collaborative University structures and/or funding to foster reciprocal partnerships to maximize research impacts.

This study comprehensively analyzes the effectiveness of the services provided to disabled people in the Turkish Republic of Northern Cyprus (TRNC) within the legislation framework and the communication barriers experienced by these individuals. The research examines how disability affects individuals' participation in social life and how TRNC legislation limits this participation. While attention is drawn to the communication difficulties faced by disabled people, especially those living in rural areas, it is emphasized that technological innovations and updating existing legislation are of critical importance in solving these problems. The article provides recommendations for education, awareness programs and policy changes to improve services for people with disabilities. This study aims to serve as an essential resource for developing disability policies in TRNC.

The COVID-19 pandemic heightened the tensions between rural community needs and politicized state-level school closure mandates. District leaders faced competing demands of meeting the basic needs of vulnerable families, supporting the mental health of students and teachers, protecting the health of all community members, and creating new opportunities for learning. This study examines how rural district leaders responded to these challenges through the lens of caring. This lens highlights how district leaders responded to their contexts, as well as their perceptions of student, family, and staff needs in ethically grounded and politically savvy ways. We draw on semi-structured interviews with 12 rural district leaders in eight districts. District leaders in this study described caring as something that is intentionally enacted and identified several aspects that contributed to a caring district: a welcoming culture, taking an interest in individuals, prioritizing wellbeing, developing relationships, extending empathy and grace for people, and helping individuals see themselves as part of a larger community. Leaders made efforts to set the tone for and model care, build relationships with students, teachers, parents, and community members, and enact servant leadership to support others. We conclude by examining the ways that applying an ethic of care illustrates how leaders identify needs and the strategies they use to respond to those needs in a responsive, place-attuned way.

Opioid overdose deaths are dramatically increasing in the United States and disproportionately affecting minority communities, with the increasing presence of fentanyl exacerbating this crisis. Developing community coalitions is a long-standing strategy used to address public health issues. However, there is a limited understanding of how coalitions operate amid a serious public health crisis. To address this gap, we leveraged data from the HEALing Communities Study (HCS)--a multisite implementation study aiming to reduce opioid overdose deaths in 67 communities. Researchers analyzed transcripts of 321 qualitative interviews conducted with members of 56 coalitions in the four states participating in the HCS. There were no a priori interests in themes, and emergent themes were identified through inductive thematic analysis and then mapped to the constructs of the Community Coalition Action Theory (CCAT). Themes emerged related to coalition development and highlighted the role of health equity in the inner workings of coalitions addressing the opioid epidemic. Coalition members reported seeing the lack of racial and ethnic diversity within their coalitions as a barrier to their work. However, when coalitions focused on health equity, they noted that their effectiveness and ability to tailor their initiatives to their communities' needs were strengthened. Based on our findings, we suggest two additions to enhance the CCAT: (a) incorporating health equity as an overarching construct that affects all stages of development, and (b) ensuring that data about individuals served are included within the pooled resource construct to enable monitoring of health equity.

To promote psychological literacy (PL) in our bachelor psychology teaching, over recent years we have implemented various modifications to our curriculum at the Utrecht University psychology bachelor program, with a focus on the societal application of psychology knowledge. To support psychology programs around the world in integrating PL in their curriculum, knowledge about experiences may offer valuable suggestions for future initiatives. We therefore aim to share our experiences in implementing PL-related courses in our curriculum. We systematically explored teachers' and students' views and experiences, using course evaluations and questionnaires. Results showed that both teachers and students value PL as a learning objective for psychology teaching. However, they were often unaware of these learning objectives (students) or felt not enough attention was being paid to them (teachers). Teachers encountered several obstacles while integrating PL in their teaching, relating to aspects such as a lack of an explicit focus on these objectives, and felt ability. Teachers offer valuable suggestions related to being explicit about definition and goals, implementing learning trajectories, and training teachers. We discuss the main practical considerations and highlight issues of motivation and assessment that may guide future research in this area.

Following public outcry surrounding George Floyd's murder in 2020, President Blakeley Alexander of Small Midwestern College established the institution's first diversity, equity, and inclusion (DEI) committee. After nearly a year, the two cochairs and eight committee members found themselves split into opposing factions amid the remote work challenges of COVID-19. The committee reached a tipping point when one of the two committee cochairs - also the Vice President (VP) of student services - inadvertently sent an email to the DEI committee, resulting in broken trust and demoralized spirits. Significant intervention is now required to right the ship, create an environment of trust, and move the committee forward.

Educational and socioeconomic disadvantage in remote communities, and the inadequacies of government action to bring about significant change needs to be addressed. This article presents a descriptive study examining the complexities of staffing remote and very remote schools in Australia with appropriately-qualified teachers. The findings of analysis of data from the Australian Bureau of Statistics (ABS) on behalf of the Australian Government through the National Schools Statistics Collection (NSSC) indicate that the majority of students in remote schools in Australia live, and are educated in, Indigenous communities in three jurisdictions. This raises concerns of unacknowledged and unacceptable discrimination. Complexity within the current approach to resourcing of remote and very remote schools in Australia, especially in relation to economies of scale are explored. The analysis of existing data was discussed, and how this may be used to address the perennial failure to develop quality decisions, particularly in areas of resourcing in remote and very remote schools.

Rising poverty in suburbs has led to increased interest in how well suburban safety nets function. Apart from public assistance programs, community-based nonprofit health and human service organizations play a central role in suburban efforts to address racial and economic inequalities. Understanding how nonprofit services are distributed across the suburban and urban landscape, therefore, is critical to assessing how communities may be able to address need. In this paper, we examine the presence and volatility of nonprofit health and human service expenditures in suburban and urban counties across the United States from 2000 to 2017. We find the nonprofit safety net to be more responsive in urban centers than in suburban places, and less robust in suburban areas experiencing high rates of poverty or with a larger share of residents who are Black. Nonprofit health and human service spending also appears less countercyclical than is commonly understood. Suburban-urban disparities in nonprofit health and human service spending persist after controlling for several county-level demographic and socioeconomic factors.

This article examines how university-community outreach was an enabler for integral human development during the COVID-19 pandemic. Qualitative information about the University of Asia and the Pacific (UA&P) Community Outreach Program (COP) is described and analyzed. In particular, the Kabagis Aeta Projects succeeded in its initial implementation, moving from distribution of goods to capability building. It has improved family living conditions and instilled positive work values among the Aetas of Castillejos, Zambales, Philippines. The interventions served as enablers of integral human development in personal, economic, social, ecological, and spiritual life. Beyond physical, structural interventions and resources, values formation was integrated to achieve integral human development. Structures furnished through the COP--the study center, livelihood workshop, and training center--provide venues for trainings and continuous learning for the Aetas. Possible clients or markets can also be explored to absorb the products and outputs of their newly learned skills.

Global education is a broad field associated with educational traditions rooted in the objective of preparing learners to engage with a complex and interdependent world, and to respond to the needs of the planet. This article explores existing pedagogical approaches to argue for the need, in non-Western contexts, to make greater connections with existing religio-cultural orientations -- specifically, to move beyond pedagogies of reason, that is, rational, linear, logical approaches that undervalue a range of human experiences and are independently insufficient in developing feelings of connection and commitment to issues of social justice in non-Western contexts. Examining an alternative pedagogical model, this article suggests that a framework for global education guided by the Islamic values of "rahma" (compassion and mercy) and "adl" (justice) in contexts such as that of Pakistan can prove valuable in developing commitment and encouraging action for social change.

This paper presents an evaluation of the information literacies used by community representatives when engaging with participatory budgeting in São Paulo City, Brazil. Using questions established from context-setting interviews with stakeholders, a focus group was held in 2019 with eight participative councillors, with "in situ" interpretation, resulting in a translated transcript of the discussion. Thematic analysis was used to understand information issues faced by community representatives in relation to past research. It was found that the community representatives face informational barriers to their engagement with participatory budgeting, in (a) learning about their role (b) understanding the information needs of the communities served and (c) gathering and sharing information about local issues with stakeholders. These findings allow the refining of CILIP's definition of information literacy (IL) for citizenship and provide the basis for proposing a model for the IL of community representatives. It is also proposed that future IL research could further develop the role of digitally-enabled place and community in shaping the landscape of literacy and the role of hyperlocal representation. Additionally, the role of translation in cross-lingual IL research is considered.

Global service-learning (GSL) course offerings have expanded rapidly in the last decade at U.S. universities and colleges, yet faculty are not always prepared for the ethical challenges of development work with disadvantaged communities in international settings. Based on a qualitative study of 25 GSL faculty across a range of higher education institutions in the United States, this article describes what drives faculty members to participate in GSL, analyzes the community engagement principles that guide their GSL work, and assesses how they cope with the dissonance that arises when striving to meet the sometimes-conflicting needs of students, communities, and educational institutions. We find that these faculty employ a "transformative GSL ethics" to realize their motivations and visions for a counter-normative approach to community engagement. We argue that higher education institutions must shift their norms, values, and practices with respect to professional development and pedagogy if they are to continue promoting the GSL agenda.

Purpose: This article advocates that privacy literacy research and praxis mobilize people toward changing the technological and social conditions that discipline subjects toward advancing institutional, rather than community, goals. Design/methodology/approach: This article analyzes theory and prior work on datafication, privacy, data literacy, privacy literacy and critical literacy to provide a vision for future privacy literacy research and praxis. Findings: This article (1) explains why privacy is a valuable rallying point around which people can resist datafication, (2) locates privacy literacy within data literacy, (3) identifies three ways that current research and praxis have conceptualized privacy literacy (i.e. as knowledge, as a process of critical thinking and as a practice of enacting information flows) and offers a shared purpose to animate privacy literacy research and praxis toward social change and (4) explains how critical literacy can help privacy literacy scholars and practitioners orient their research and praxis toward changing the conditions that create privacy concerns. Originality/value: This article uniquely synthesizes existing scholarship on data literacy, privacy literacy and critical literacy to provide a vision for how privacy literacy research and praxis can go beyond improving individual understanding and toward enacting social change.

This ethnographic paper navigates the intersections of feminism, urban farm movements, and democratic education at La Granja Puerta del Sol, a small farm near Buenos Aires, Argentina. Under the stewardship of Dani Ramirez, the farm resonates with the ethos of urban agriculture, while actively contesting gender norms and patriarchal structures. In parallel, it functions as a dynamic educational hub and platform for activist causes in their community. Utilising the theoretical perspectives of Michel Foucault's politics of freedom and Linda Zerilli's feminist practices of freedom, I analyze the farm's strategies in fostering sustainability, care work ethics, and collective decision-making. This exploration unveils how La Granja embodies feminist democratic education, underscoring the farm's potential to influence and reshape broader democratic education practices.

Although all young people in England are entitled to a full-time, state-funded education suitable to their needs, every year some are without a school place and must be found one through local fair access protocols. This paper uses the enactment of fair access protocols in one local authority to examine the impacts of policy shifts to increase the power of self-governing schools and reduce the role of local authorities in ensuring local educational inclusion. Drawing on observations of two fair access panel meetings and a school's preparations for these meetings, alongside Foucault's theorisation of relationships between local practices and wider policy conditions, I argue that particular tactics are produced through fair access practices, which prioritise procedural fairness to schools and serve to categorise perceived risky young people. This interpretation of fairness arises out of a policy landscape of tensions, which requires schools to balance individual performance priorities alongside collective duties for inclusive and equitable education, and turns what should be an inclusive policy into another facet of the increasingly nuanced exclusionary architecture of English education. The findings are internationally relevant given global support for self-governing schools which is creating new issues for the educational inclusion of marginalised populations.

The article presents the replicable model of Curriculum and Community Based Academic Learning with Research, Action and Service (CCBALwRAS) through a framework of '2 Cs', the 'curriculum' and the 'community'. It puts forth a support strategy for participatory community-based interventions by formally inducting higher education institutions (HEIs) to achieve long-term sustainable, workable solutions for local communities. The study is based on a multi-stakeholder partnership, facilitated through partnerships between the HEI, committed faculty-student participation and civil society, executed between 2015 and 2020. The article draws from the execution and actual field experience of the partnership, along with qualitative data from the evaluation and assessment of the programme delivered. Given that the model developed is based on the experiences of a private fee-dependent HEI in a metro city, the study does not take into consideration infrastructural and resource constraints of other HEIs. The article focuses on the role of HEIs as fulfilling dual responsibilities of knowledge creation and dissemination while addressing socioeconomic, developmental and environmental needs within their immediate communities. The resultant pedagogical shift and the model proposed is an effective solution for equity, capacity building and civic-mindedness, which will nurture socially aware and critically conscious global citizens.

Field action projects are a distinguishing feature in social work education and practice and can serve as a live lab for social work students. Many renowned social work educational institutions began with the field action projects and developed them to a significant level. The state of Madhya Pradesh, India has several problems, and field action projects can serve as an excellent tool to alleviate these problems. The article is an attempt to appraise field action projects of Bhopal School of Social Sciences--one of the well-recognized social work institution in the Central India. Statistical software Jamovi 2.3.21 was used for analysis. Mode, median and Functional Narrative Analysis is used for analysing data. The suggestions can be used by the practitioners and policy makers for an optimal usage of field action projects as tools for sustainable development. It also discusses the presence of outreach activities as a mandate in New National Education Policy of Madhya Pradesh and the relevance of such initiatives in accomplishing the requirements of the policy. The study is limited to the field action projects of BSSS and should not be generalized.

While the importance of early childhood education is well documented, a struggle continues around the world to adequately fund early childhood programs and provide access for all children, especially those living in precarious contexts. In this article, the author has constructed a posthumous interview with Katie-Jay Scott (1981-2021), a humanitarian activist whose unfaltering commitment to refugee children and their overall wellbeing provided a guiding light for those who had the honor of knowing and working with her. The following is intended to provide inspiration for current and future early childhood educators, no matter where they practice globally.

State educational agency content coordinators commonly experience tensions in their professional roles related to distinct sets of beliefs, or logics, about who "should" control what students learn: the state bureaucracy, the local community, or the broader profession. Using an institutional logics frame and drawing on interviews with coordinators for English/language arts representing about a third of U.S. states, we illustrate how individuals navigate these competing traditions of decision-making. Multiple logics shaped coordinators' perceptions of their job responsibilities and goals, as well as the actions they felt were possible for them to take in creating and providing resources, communicating those resources to local stakeholders, and providing professional development. More consistent messaging to coordinators about the types of outreach the state views as acceptable would better support high-quality literacy instruction.

Members of Korean American communities have displayed an increasing interest in volunteering opportunities with individuals with severe disabilities that promote social interaction and community engagement among them. However, little is known about community volunteer experiences and how Korean American volunteers can be better supported. In this qualitative study, we documented the voices of Korean American volunteers who work with individuals with severe disabilities. Adopting a phenomenological approach, we interviewed and observed ten Korean American community volunteers to explore the meaning of their experiences and their perceptions of severe disability as well as the social inclusion of individuals with severe disabilities. Through the data analysis, three main themes were identified: changing views on individuals with severe disabilities, inclusion in multifaceted communities, and identified needs of the Korean American community and volunteering system. The results show that the volunteers' initial perceptions of disability evolved during their experiences with individuals with severe disabilities. The data provides practical information about the ethnic community and volunteering system, which foster social integration among the participants and community members regardless of their abilities, race/ethnicity, language, and immigrant status.

The ultra-Orthodox Jewish community is characterized by its strict religious observance and is a relatively self-secluding group existing as an enclave system. In the last few decades, a growing number of ultra-Orthodox Jews have pursued social work degrees. Social work is a profession that shares many of the ultra-Orthodox Jewish community's values, such as helping those who are in need. However, social work education and practice are also based on liberal-humanist approaches which may conflict with the community's adherence to the Jewish law ("halacha"). To overcome some of these obstacles, and in order to meet their unique needs, there are a few programs accredited by the Council on Social Work Education which are designed to teach social work to ultra-Orthodox Jews. We interviewed 21 graduates of such programs to learn about their experiences pursuing a master's in social work. The results of this study indicate that these programs are culturally sensitive to the ultra-Orthodox community due to their gender-segregated classes, in-house rabbi, respecting the Jewish calendar, and employing instructors who understand the needs of the community. We conclude with implications for future research and policy recommendations to assess the fidelity of these programs and whether they sacrifice essential values of social work.

While prior scholarship has theorised on how to incorporate decolonisation in curriculum and pedagogy, there is limited empirical work on how students experience this initiative. With a goal to provide a more diverse and inclusive educational experience, this paper explores ten undergraduate students' perceptions of their learning in a revised chemical engineering course project designed from a decolonisation standpoint. A thematic analysis of student interviews highlighted a generally positive response to the decolonisation initiative. Specifically, students felt that situating the project in the local context increased access to learning through increased relevance and helped them develop critical awareness about the impact of engineering work. Moreover, a community-driven project design allowed students to pay attention to the power dynamics between engineers and the community. However, there were struggles noted in terms of finding appropriate resources to execute a small-scale project and effectively participating in learning due to background-related linguistic and technical challenges.

Indonesian is well-known, and it is taught at institutions across the world, including Australia. This study aims at describing prospective students, teachers, lecturers,' practitioners, and the general public's reactions to the Indonesian Language Education Study Program at the Faculty of Tarbiyah and Teacher Training of UIN Antasari Banjarmasin and identified data will be described as findings and discussed using Morrison's theory of needs analysis profile for the program readiness. A survey is used in this investigation. The questionnaires and interviews in this research were both open-ended. The technique used is a questionnaire technique using Google Forms by distributing questionnaires directly to respondents, namely 173 prospective students were class XII high school students, 24 were Indonesian language teachers, and 104 were education practitioners, lecturers, supervisors, and members of the community from several districts and cities in South Kalimantan. The plan to launch the Indonesian Language Education Study Program at UIN Antasari Banjarmasin received a positive reaction from many stakeholders and will be implemented immediately. Graduates of this degree may become professional educators with Islamic perspectives and Indonesian language teachers for international and national schools, as well as Indonesian for foreign speakers with distinctive qualities. Before a new study program starts, educators, teaching staff, and infrastructure must all be carefully prepared, as must the program's documentation. Therefore, the result of this study is expected to be the consideration by the university for opening the Indonesian Language Education Study Program at UIN Antasari Banjarmasin.

For three weeks each June, the authors' PDS hosts a summer program called the Academy for Future Teachers (AFT), serving high school students interested in a teaching career. Partners across the PDS convene to support high-school AFT participants, including master teachers (P-12 teachers from local school districts and university faculty) and PDS teacher candidates at the authors' school, Georgia State University. Researchers join master teachers and PDS teacher candidates' planning and interview high-school AFT participants each year to increase the program's responsivity to their community's needs. They share results from data collected during the previous year at the first planning session each year. This article first describes the Academy for Future Teachers, including the roles of high-school participants, master teachers, and PDS teacher candidates. Next, it outlines the characteristics of a PBL approach, and discusses the methods used in the participatory action research project. Then the results of implementing problem-based pedagogies at AFT are shared. Finally, the article concludes with recommendations for incorporating PBL within PDS initiatives.

This exploratory qualitative study shares an innovative experience with twenty-three EFL undergraduate students in the Business Administration Program at a private university in Colombia. It aimed at positioning them as problem solvers and connecting their background as sources for EFL learning. We explored how business administration students problematized their communities to propose social solutions during the pandemic. Data were collected from students' reflective journals, students' artifacts, and a survey. In groups, the students explored cultural practices for shopping, economy, and pet-related issues to propose a social entrepreneurship project. Eleven business projects emerged as a result of students' socially-oriented concerns, critical skills, and multimodal experiences.

Forming and developing a synergy of empowering actors is needed to create jobs, change the economy, and build a microlens, and institutional logic perspective. The synergy of interest actors is the synergistic relationship built by interest actors. Collective resource capabilities can address community problems and expand community opportunities, supporting individual and community empowerment. They form descriptive qualitative research using a single case study approach. The data collection technique was conducted using an observation participative partition, in-depth interview. Validation with the triangulation method involves sources, methods, and objects from field observations. Results show that SBS is a non-formal entrepreneurship school with a vision of creating young entrepreneurs and developing their potential through a culture of synergy. Strategic implementation of collaborative, action group partnerships in SBS occurs through communication activities. The communication model developed is interpersonal and group communication. Interpersonal communication uses local language messages, while polite language is able to touch and respect individual and group self-esteem. Group communication is one of the concepts in understanding behavior. The leadership developed at SBS leads to visionary leadership. Synergy, leadership, and entrepreneurial orientation impact the independence of alumni students in the form of self-confidence, acting freely in running their business.

The William Penn Foundation launched Philadelphia's Informal Learning Initiative (ILI) to support the development of literacy-rich programming for families with children aged 3 to 9. The initiative was designed as a network of partnerships in which a cultural organization--usually a museum--paired with one or more, community-based organizations (CBOs) to design literacy-rich informal learning experiences for caregivers and children. The initiative involved 11 cultural partners and 15 CBOs. Programs exposed three- to nine-year-old children and their families to literacy practices in the context of original artwork, live animals, science experiments, natural settings, new foods, and cultural or historical sites. Programming was delivered at no cost to families, often in community settings such as recreation centers or school auditoriums. Convenient times and locations, as well as snack or meal options, supported family participation, as did book giveaways, take-home activity packs, and special museum visits. As the evaluation team for ILI, the authors structured their work to support the development of a networked community of practice, collecting data for improvement and exploring the best ways to measure impact across projects. They used a structured observation protocol and CBO staff- and educator-conducted interviews with children and caregivers in their programs to determine ILI programming's impactfulness. The study aimed to examine how museums can connect to collective impact efforts in literacy and how informal learning programs can be reoriented to better respond to community needs. Findings from the study and recommendations for museum-CBO partnerships are discussed.

Displaced learners, uprooted because of conflict, poverty, or other major traumas, are often shut out of opportunities to learn engineering. At the same time, fragile contexts demand engineers' expertise, but experts and their engineered solutions are often called in from outside the community. In this article, we examine engineering learning as a vehicle for development in displaced communities by expanding the representation of engineers to explicitly include refugees and formerly homeless youth. We describe an alternative, co-created approach to providing authentic engineering learning through a framework called Localized Engineering in Displacement. Grounded in principles of critical pedagogy and social justice, this framework is structured to integrate technical content, professional skills, and engineering design, all focused on needs identified by the local students themselves. The Localized framework encompasses the curriculum itself, the collaborative attitudes and humility of partners involved, the prioritization of local engineers' learning pathways, the pedagogical capacity building of local instructors, and the institutional partnerships required to recognize and implement students' work. In addition to describing our framework and situating it in the literature, we document two major program outcomes: empowered identity and community impact. Refugee learners and former street youth in the community develop their self-image as engineers, especially after being in positions of low levels of agency or control over their lives. The keystone to the program is our collaboration with local learning spaces (usually in-country implementing NGOs) and community institutions to invest in long-term implementation of solutions. We discuss multiple aspects of community impact, including the engineered products that student members of low-resource communities create, ongoing community teacher development, and collaborative research.

In this paper, we describe an innovative design for a multidisciplinary service-learning course on supply chain management in the industrial distribution program housed in the College of Engineering at a large research university in Texas. The purpose of this course was to increase students' technical expertise and build a mindset and skills needed to tackle current societal issues, raising their social responsibility and enhancing civic-mindedness. The course combined curricular learning with community service, applying the content of academic disciplines to practice. It brought students from industrial distribution and sociology together to help food pantries to improve their operational efficiencies so that the food pantries can serve more people and work toward their goal. In this project, student groups identified the specific needs of community food pantries. They recommended solutions to improve operational efficiency so that they could use their technical skills to address the challenges and make an impact on the communities. In addition, student groups interacted with partner agencies via technologies that aided distance communication, which facilitated partnerships in remote locations. We also evaluated this project. The results reveal that this project had an impact on students' personal and professional development as well as the community.

This practice-based approach argues service learning can teach social justice in parks & recreation management education. The US parks system creation and history is rooted in injustice. Use of US parks and park service employment remain inequitable today. Significant work must be done in the provision of recreation and park services to all members of the community, including those who have been traditionally marginalized or underserved. The industry requires recreation and parks professionals at all levels who are informed and intentional about inclusion and social justice, which starts with parks and recreation management education. Service-learning, a form of experiential learning allows students to participate in an organized service activity, meeting identified community needs and reflecting on the service activity, to further understand course content, foster a broader appreciation of the discipline, and enhance their sense of civic responsibility. The paper describes a semester long service learning example. Upper-level undergraduate sport management and hospitality and tourism management students at a small, private college in the Southeast adopted a park in collaboration with the local Parks & Recreation department. The students created a new recreational amenity site plan including access for persons with disabilities, designed new educational signage, and removed invasive flora species. The course contained content modules on social justice issues, including the history of Native Americans and the parks systems, racial discrimination in parks and parks administration, and recreational access for persons with disabilities and the Americans with Disabilities Act. Students met content knowledge learning objectives and reported skill acquisition and application of course material outside the classroom. With revision to improve student satisfaction, expand coverage of other marginalized groups in parks and recreation, and more explicitly connect course activities to equity and inclusion, this model can be replicated to successfully teach social justice.

This paper addresses how the Writing Center, a common writing support service originated in the USA, takes shape and evolves as it finds new homes in universities in the Asia-Pacific Region. Using the available literature on existing writing centers in scholarly databases, the paper explores the motivations behind the establishment of these institutional writing centers, their roles in supporting the programs of their host university, their organizational operation, types of services provided, as well as innovative programs (i.e., bilingual support during consultation and the addition of tutors who are content experts). Taken together, the findings offer a sketch of how these Writing Centers takes on different shapes to match the local realities and make them more relevant to the community they serve. Consequently, it may offer guidance to other universities outside North America (e.g., other regions of Asia and Latin American regions) planning to conceptualize or initiate a Writing Center.

The EPICS Program was created in 1995 with the dual purposes of improving engineering education and addressing compelling needs within our communities. The model broke with many traditional academic traditions, involving students in multidisciplinary teams of students from first-year to fourth years for multiple semesters or even years on projects with local and global community partners. EPICS has been recognized as a model within engineering education and community engagement. The EPICS model has been adapted by several other institutions at the undergraduate and pre-university settings. There are currently 38 active higher education institutions with each adapting the model to their own institutional culture. This paper highlights the EPICS model and how four institutions that are recognized global leaders in engineering education have collaborated and adapted the model to their own institution's goals and culture.

This case study with educators from a school in an urban low socioeconomic neighborhood near Guatemala City, Guatemala, explored the effectiveness of the Plan, Do, Study, Act cycle (PDSA) to guide teachers' professional development at a Pre-K-K public school (Langley, 2009). This three-year study focused on developing teacher leaders and researchers through self-reflective accountability. Findings documented institutional problems requiring immediate and long-term attention and ways to involve families in extending literacy instruction at school to the home front. Study results highlight the need for effective and empowering literacy methods to be used in Guatemala and suggest the country's teachers wish to support students' critical thinking and create democratic classrooms.

This essay highlights a collaborative approach to teaching a university course on community-based research while working with a variety of community partners. As part of a broader research project, the course involved faculty from a range of disciplines as well as community sponsors from public and private sectors. Working with a complex array of stakeholders proved challenging at times, yet yielded rewards for the students and the professors teaching the course.

The main objective of this collaborative study of a qualitative nature is to delve into the pedagogical keys of the educational project at "Antzuola Herri Eskola" (Antzuola Public School). This educational centre is a public nursery and primary school in the Basque Country with more than 40 years of innovative pedagogical experience in which the participation of students, the involvement of the educational community, as well as democratic values and well-being have become the hallmarks of the programme. In order to achieve the objective, a content analysis and information triangulation has been carried out through the participation of three focus groups composed of the key people in charge of the project and leaders of the innovation process. Moreover, the school's own teaching publications have also been analysed, after which all of the information was arranged into different categories. The information obtained and its subsequent analysis reveal the key strategies implemented by the team of professionals at the school in promoting an inclusive and democratic educational centre that fulfils the needs of its community and current society. Furthermore, the voices of the teachers themselves demonstrate how they have implemented these key strategies into their teaching practice, and the transformations they have had to make at the curricular, organisational, and attitudinal levels.

The COVID-19 pandemic has caused major disruption to education and highlighted the importance of effective leadership during times of crisis. This paper considers the impact of the pandemic on school leaders in Australia, Fiji, and New Zealand. A secondary analysis of data from five interpretivist, qualitative studies was conducted. The aim of the study was to investigate the similarities and differences between the leaders' experiences across school settings, states/provinces, and countries. Our findings place renewed importance on understanding the role of schools within the community and the vital role school leaders play in helping schools respond to volatile and dynamic circumstances. The findings show how leaders' roles and responsibilities adapted to respond quickly and effectively to the urgency of the crisis, regardless of the context. Furthermore, common practices such as attending to wellbeing and providing clear and timely communication were revealed. The analysis also revealed some interesting nuances in the leaders' responses because of the duration of the crisis, the particular needs of the community, and government requirements. Papers like this provide insights into what leaders do and how schools and systems might prepare and support leaders to lead during times of crisis.

Emerging research indicates an immense burden on children and families related to the COVID-19 pandemic. This study uses data from semi-structured interviews and focus groups with early childhood service providers (n=19) to demonstrate the pandemic's impact on families with very young children and early childhood services in two high-need communities in Massachusetts, USA. We found that although the pandemic has worsened existing inequities and severely limited resources for young children and families, community mobilization in response to the crisis and innovative strategies stemming from resilience were developed quickly. Findings highlight the usefulness of early childhood systems of care in crisis responses and leveraging public-private cooperation to serve the needs of diverse families with young children. Lessons learned are applicable to global settings with high pre-pandemic inequities and can be used to develop stronger models of crisis response within the early childhood sector in preparation for future crises.

Bilingual education is burgeoning in Asia, and most bilingual practices are impacted by national language policies. However, top-down policy implementation and bottom-up practices may spark mismatches, constraints, or possibilities. Taiwan was selected as a research context to investigate the perceptions of administrators and teachers (including subject teachers and both native and non-native teachers of English) at a junior high school. Building on Ricento and Hornberger's language policy and planning framework proposed in 1996, this paper examines to what extent the school implemented these policies and discusses the interplay between the administrators' and teachers' policy implementation and the underlying forces that fuel policy implementation. The data revealed a three-dimensional model of schoolwide policy implementation (i.e. the individual, team, and organisation levels) that impacted and synergised one another. The synergy and pedagogical innovation of the professional learning community are crucial to a school's reform. The authors conclude with implications for policy and practice.

The COVID-19 pandemic set higher education institutions on an unprecedented path requiring of them to identify alternative strategies and implement various initiatives to sustain their academic projects. With the widespread devastation of the pandemic, the purpose of universities within their communities were again in the spotlight. A sensibility of the intertwinement between the local university and the community was also reemphasised in the pandemic's wake, with the recognition of COVID-19 as a crosscutting problem. This paper examines Nelson Mandela University's engagement initiatives during the pandemic to underline its fundamental strategic undertakings within its positioning as a "transformative, responsive university in service of society". Through an interpretive paradigm, the paper presents lessons from a qualitative, explorative case study inquiry of Nelson Mandela University reports during the pandemic. The findings indicate that the initiatives deployed by the university during the pandemic strengthened its overall community engagement strategy.

Decolonisation in higher education requires congruent social processes that support human rights and inclusive knowledge generation. While often discussed, the Truth and Reconciliation Commission of Canada's. "Calls to Action," and similar reports published over several decades, have yet to disrupt existing power structures and shift government or popular relations with Indigenous peoples. To explore why reconciliation seems to be idling, we sought local Indigenous Elders' guidance, who in addition to offering support, advised a westernised research method combined with decolonised knowledge mobilisation to satisfy the 'two worlds' of academic expectations and Indigenous community needs. Subsequently, we undertook a grounded theory study with academics from a Canadian university. Interviews and surveys revealed the social process of dominionization, the entrenched ownership of expertise that maintains westernised academic privilege over decolonisation efforts. Before seeing these results, the Elders prayed together and shared observations presaging researchers' findings. Elders expressed how their guidance is rarely treated as relevant. This paper provides insight to the social processes that obstruct and support decolonisation in the academy and begins to explore how social innovation through co-learning and meaningful consultation with Elders raises opportunities for positive disruption.

Purpose: Social participation of university refers to the creation of knowledge and participatory processes with local communities in solving community problems in order to achieve sustainable development. Identifying the university's social participation strategies was the main purpose of the present study. Design/methodology/approach: In order to achieve this aim, the qualitative method was used. The study area is Semnan province and Semnan University. The statistical sample included two groups of internal beneficiaries of the university (including staff, deputies and faculty members of the university) and external beneficiaries of the university (including managers and experts of local organizations, education, province and municipality). The sampling was purposefully performed based on the theoretical saturation criterion, holding an interview with 29 participants. Data analysis was performed in three stages of open, axial and selective coding. Findings: The results of the research showed that the university can participate with its local community in developing the university vision according to the needs of the local community, holding workshops and scientific conferences, concluding joint research contracts, expert and researcher exchange, environmental leadership training, participatory management and teamwork, indigenous manpower, institutionalizing regional participation, solving community issues and problems, creating associations and non-governmental companies in the community, mission orientation, directing education and research towards solving problems and meeting the real needs of the province according to land management, supervising research activities, conducting comprehensive studies in the field of mineral potentials, organizing workshops for farmers' awareness, monitoring the employment of graduates, creating and developing new fields according to the needs of the province and region, educating citizens and cultural zing to reduce production and segregate household waste, opening the university's social space for the growth and supply of youth, educating the province's handicrafts to housewives, especially in the deprived areas, sensitizing programs in the field of environmental protection, and reviewing educational content based on the community needs. Originality/value: Biosocial and economic policy of universities was another result of the present study. The university intends to make citizens aware of social and environmental problems and to provide the necessary education in the fields of air pollution, soil salinity, drinking water supply, cultivation pattern refinement, agricultural mechanization, and waste and waste management. The university should also promote entrepreneurship among students and faculty members and attract economic resources to the university through innovation and commercialization circles, and develop the province's economic infrastructure in various fields of tourism, agriculture, industry and mining.

The research explores community orientation (CO) perceptions and their potential outcomes within a higher education context. The study follows a three-step approach that draws from service marketing, organization theory, and higher education literature. Subsequently, a qualitative approach is adopted to develop the research model, followed by a quantitative approach to test the model. Content analysis is used to analyze qualitative data, while factor analysis, correlation, and regression are used to analyze the quantitative data. A scale to measure CO is developed and tested as an integral part of the research model. CO explains 38% of the variance in academic service quality. Quantitative research findings show that CO has a significant direct and indirect effect on academic service quality through students' service role (SSR). Findings open a research path towards revisiting market orientation in HE and adaptation, testing, and CO scale refinement. The study develops and tests a model in which CO has a significant effect on enhancing academic service quality and students' role in service provision using a mixed-method research approach. Findings guide managers on improving academic service quality and students' service role and bring to managers' attention the value of community orientation to HEIs.

The Northern Ontario School of Medicine delivers medical education aiming to improve the health outcomes for persons living in Northern Ontario, including those in underserviced rural and geographically remote communities. Second year students experience rural medicine and living during two four-week long placements set in remote and rural communities (RRCP) supervised by local physicians. This place-based approach to medical education aims to equip learners with the skills and dispositions needed to work there successfully. The goal of the study was to develop a better understanding of RRCPs from different perspectives: Institutional, community-preceptors and students. Data was collected by review of institutional documents, semi-structured interviews, and questionnaires to obtain information about the aims of each group. A place-based educational framework informed the analysis which developed themes and sub-themes using a constructivist approach. The aims of each group were in five themes, social accountability, community engagement, integrated learning, forming the rural clinician, and living in place as a rural clinician. Differences were, however, apparent in terms of emphasis and perceived relevance, with these being related to the perceptual, political, ideological and social dimensions. For example, the finding that students did not value extra-clinical learning about or within the wider community can be viewed as students having a different place-relationship with the community than their teachers in terms of the social dimension. The data suggests that curricula should include consideration of the various ways students and teachers interact with placement communities with the aim of gaining understanding of, and bridging the gap between, their different expectations.

Non-Government Organisations (NG0s) which support education in Africa may use different titles such as Council or Trust, are almost always Non-profit organizations. They differ in size, ranging from small local organisations through to large internal multinationals. When founded they will often reflect the ideas, objectives and views of their founders. Funds for new NGOs especially smaller organisations were, and still are, likely to come from supporters, small charities and foundations. Their activities are likely to focus either on specific areas for example village schools or supporting specific causes such as school children with disabilities. Funding for many NGOs has changed significantly from their early years. Many now receive large proportions of their funding from governments. However many NGOs perceive their work to be guided by the principals of neutrality and impartiality. Governments however may view the NGO education programmes they fund as being part of a "counter insurgency strategy" or as one of their "combat teams". Governments and international funders such as the European Union often now prefer to support consortia where a number of NGOs and multilateral organisations join together to work on a single project. There are significant benefits but also some significant problems.

This article presents an experiential model for community-engaged research that understands communities as living meshworks of embodied human beings, material circumstances, and affective environments. We first trace how community organizations and academics must increasingly respond to a push for hard data. Using an analysis of a national research study on hunger as an example, we then show how this "data imperative" can lead to collecting more and more measurable data on community members without addressing their human-based concerns. The meshworks approach that we suggest emphasizes recognizing participants' most immediate needs as articulated by participants. As meshworks-inspired research has to be contingent and contextual within the meshworks of the community in which it takes place, we offer examples of what such research can look like in various community settings. Finally, we present a heuristic that community agencies and researchers can use to evaluate their own projects as meshworks while also gathering hard data.

We evaluate how the U-Links Centre for Community-Based Research (U-Links), a nonprofit organization that brokers research for community-based organizations with postsecondary institutions in Haliburton County, Ontario, has impacted this rural region of Ontario. Our approach uses contribution analysis and realist evaluation as layered tactics within one program evaluation. Data came from interviews with community partners (n = 26), interviews and focus groups with U-Links committee members, internal document review, and personal observations by the authors. We describe U-Links' theory of change for how community-based research impacts community, discuss traits of successful community-based research, and suggest a set of five factors that may enable and affect positive community outcomes: relevance, rigor, reach, relationships, and resources.

This article explores the planning and implementation process for a community partnership school for a historically low-performing elementary school using an asset-based community development approach. We offer insights into the community needs assessment process that enabled four key community partners to identify needs and projects for the school and surrounding community. The community partnership school draws its strength from four local organizations assimilating their expertise and resources on focal areas for community engagement. Beyond organizational resources, the partners also developed local networks and resources that could be useful for the community. Building on the asset-based community development model, insights and challenges are presented for others seeking to employ a similar approach to mobilize assets for student success and community engagement.