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Over the past 50 years, student activists and community organizers on college campuses have advocated for divestment as a strategy to enact necessary change. These activists and organizers are often tasked to confront the higher education elite, such as trustees, with these demands. Higher education institutions will only continue to face immense pressures to be humane organizations with the public interest at its core. This article reviews the literature on divestment as a social activist strategy and its use in higher education. In addition to the political importance of divestment, reinvestment is emerging as a significant complement to activists' demands. We advance an argument for how divestment and reinvestment can inform a new paradigm for higher education finance to stimulate future activism.

This study aimed to investigate Phuket Rajabhat University's role in academic services for the complete aged society. 65 participants, 50 years old and above, were included in the in-depth interview and focus group, content analysis was used for the data analysis. 959 participants were collected data by the questionnaire. The findings revealed that the university had 9 roles to serve the complete aged society. The strongly level of needs among the samples was to promote activities for the older persons and to empower the caring capacity for the elderly's family members. The moderate level included teaching subjects about the elderly, teaching older persons about the management skills related to the elderly, and providing extra income. The recommendations to improve the academic services to meet the needs of the older persons included the community needs assessment focusing on holistic care, home-based elderly preparation, collaboration with local administrative organizations to train the caregivers, to act as the center for the elderly caring center, career development, to provide senior school training, to arrange the tour and to provide special service for the elderly. The study led to the formulation of guidelines for university academic services for future teaching, policies, and research.

Purpose: Community engaged research and learning strategies are considered meaningful methods for universities to demonstrate their critical importance to today's societies. At the same time, it is stressed that not all approaches are equally beneficial, highlighting the need for well-considered design and delivery. This paper aims to outline a helpful tool in this regard: the engagement CUBE. Design/methodology/approach: The engagement CUBE was developed by a learning community set-up at a Belgian university to explore the potential of engaged practices for meeting both needs and assets of its urban surroundings. A series of learning circles was organized for discussing recent research findings, experiences and ambitions with engaged campus-community initiatives and support targeted (re)design. Findings: The CUBE is a helpful instrument for navigating the complex fabric of engaged practices. It is to be used as a dialogic tool, facilitating collaborative meaning negotiation and decision-making among participants in engagement strategies. Its purpose is both to help design a supportive environment for establishing partnerships that build on shared ownership and mutual learning, as to stimulate capacity-building for taking responsible change-oriented action. Originality/value: This paper contributes to the existing literature on engaged teaching and research by emphasizing the need of acknowledging conflict as an important condition for fostering insightful learning and genuine transformation. The authors will argue that adopting a conflict perspective also allows for a more critical examination of the emerging concept of university social responsibility.

Science is a human endeavor; the way it is taught, applied, and in some cases exclude populations from having access to it, may affect people for generations (NGSS Lead States 2013). Science education continues to be a complex civil rights issue (Tate 2001), but there is hope. Movements to promote just, equitable, and inclusive opportunities to learn within the context of community, identity, and action are being developed and implemented in classrooms across the country. This article describes lessons planned with a lens on gender equity, community needs, and engineering for a diverse population. It sits within a larger framework of physics knowledge for social justice and community applications. Before beginning a modeling, design, and construction project, students at an urban high school in southern California considered the implications of who participates on the design team for a science project. The following questions framed the exploration: (1) How does the perspective of the design team affect the product outcome?; (2) Who should be selected for a design team?; and (3) How to communicate the need for a diverse design team to the larger community? The focus of this article is on the ways in which the authors helped their diverse population of students feel capable and welcome, and to understand why they belong in physics when traditionally there have been so few physicists to whom they can relate.

Lions Connected (LC) is an inclusive postsecondary program approved by the U.S. Department of Education; thus meeting rigorous program standards and accountability. Equally important is that it gives eligible students from rural areas the opportunity to receive federal financial aid to attend college. The purpose of developing LC was to meet the needs and desires of the surrounding rural communities by providing postsecondary opportunities for students with intellectual disability (ID) to enhance their social, academic, and employment skills alongside peers without disabilities. This article describes the program in detail as well as program outcomes, including employment in rural home communities. LC students receive a true college experience while preparing to become contributing members in society regardless of where they live. By following LC's program structure, there are multiple opportunities for supporting students with ID in rural settings and helping them garner a college experience and become successfully employed in their community and reach their full potential.

The COVID-19 pandemic has had an unprecedented impact on the lives of adults and children worldwide. Schools were among the first settings to be influenced by this crisis. Home confinement and school closure were implemented as necessary preventive measures creating a new way of living based on web-based communication. The aim of the study is to explore school community needs during the COVID-19 outbreak in Greece. The study followed a mixed methods design, consisting of a teacher, a parent and an adolescent survey. The sample entailed 1,157 participants (414 teachers, 487 parents and 256 adolescents). Quantitative data were collected using questionnaires. Qualitative data were collected using open-ended questions to explore participants' adjustment and needs during the pandemic. Parents and teachers showed high propensity for anxiety and high levels of resilient coping. Health and adaptation concerns were evident in all samples. Teachers, parents and adolescents described helpful coping practices, primarily related to social support. The findings highlight the importance of supporting all school community members to cope with feelings of stress and anxiety during the pandemic and to identify and make use of helpful personal and social resources.

Community-centered approaches can be effective ways to engage communities and improve their health and well-being. The Grange is a community-led, multifaceted, and dynamic intervention incorporating a community hub and garden, that took place in a small area of the North-West of England, characterized by high levels of deprivation and poor health. Activities have been defined, developed, and supported by residents to meet locally defined needs. This study used photovoice methods to explore residents' perceptions and experiences of this community-led intervention and any perceived impact on health, well-being, and community inclusion. Through photographs, semistructured interviews, a focus group discussion, and an exhibition, this study engaged intensively and creatively with a group of six residents. They identified positive and negative aspects related to The Grange and suggested recommendations that were directly communicated to policy makers during the photo-exhibition event. Participants reflected on various activities such as the community garden and the community shop. They also reflected on contextual factors and suggested that the culture of inclusivity and friendships associated with The Grange were more important to them than specific activities. This study demonstrated the value of using photovoice to: (1) explore residents' perceptions of community led interventions; and (2) meaningfully engage residents living in areas with high levels of deprivation. Public health practitioners should consider the use of photovoice: (1) in the evaluation of health interventions that take place in a complex and changing context; and (2) as a powerful tool to engage with members of the community, especially traditionally disadvantaged groups, to ensure that engagement about health, well-being, and social inclusion is meaningful.

Undergraduate-Community engagement is a form of experiential education in which students engage in activities that address human and community needs. In Malaysia, most undergraduates have at one point or another taken part in community engagement activities. However, the outcome of participating in community engagement has not been properly measured. This study was conducted to investigate the benefits undergraduates gain as a result of community engagement experience, as there is limited studies done in the Malaysian context. This study adopted Student Community Engagement Benefits Questionnaire (SCEBQ) by Chung and Coates (2016). SCEBQ has four benefit constructs, namely career skills, diversity skills, interpersonal skills and civic skills. A total of 143 responses were analysed and results showed that female undergraduates, those who participated in voluntary projects and respondents between 21 to 23 years old reported higher mean gains across the four benefit constructs. Nevertheless, these mean gains did not show any statistically significant difference between gender, community engagement projects types, except age groups. The study is important as it lays the foundation in the process of creating a better understanding of what students learn outside the classroom and it contributes to the practical knowledge of undergraduate-community engagement experience in the context of Malaysian higher education.

Beginning in 2012, the University of Alberta in partnership with others has been undertaking participatory action research in Sri Lanka and, since 2017, in the Caribbean to foster inclusive innovation through a Joint Education and Training Initiative (JETI). The JETI is developing and testing a set of open educational resources on "technology stewardship" for resource-constrained organizations and communities in developing countries. The approach is a unique combination of social learning centred on communities of practice with action research methods intended to foster self-determination through improved "informational capabilities" as the primary outcome of development. In this article, we describe the learning objectives, design, observations, and initial outcomes of a pilot technology stewardship training course offered at the University of the West Indies in March 2018. Future plans and considerations for expanding technology stewardship training are discussed in the summary.

The increase of chronic disease in the United States has created a strong demand for health education specialists (HESs) who are trained to facilitate behavioral, environmental and policy changes through program implementation and evaluation. However, it is difficult for colleges and universities to prepare future health educators to be competent in such skills by classroom methods alone. Moreover, by utilizing the skills and talents of university students there is the opportunity to improve the resources and services available in the community. This paper describes how a Midwestern, public university met this challenge by developing a "hub model." Through the creation of this model over a five year time period, over 7,000 people were educated on chronic disease prevention, more than 800 individuals received screening mammograms or clinical breast exams, and dozens of cancer survivors received supplemental survivorship services. Colleges and universities through the United States involved in preparing health education specialists should consider replicating this model/center and applying the lessons learned by the authors.

Some African higher education institutions (HEIs) were founded on the notion that they would serve the specific needs of African communities. Other HEIs have borrowed the concept of community-engaged scholarship (CES) from the USA as a strategy for achieving relevance. Nonetheless, African HEIs continue to be criticized as imitators of Western universities. Drawing on Bhabha's (1985, 1994) concepts of "hybridity" and "resistance", this paper explores Malawian faculty members' perspectives on how they use CES as a strategy to make medical higher education relevant to their academic work. This study draws from postcolonial theory to show that faculty use CES to interpret truth claims around medical knowledge production and comply with the demands of a relevant and engaged university. The study also shows the complexities and paradoxes characterizing the ways in which academics strive to include subjugated knowledge or forge collaborations in higher education in order to promote multi-perspective. CES is oftentimes conceptualized as a hybridization of perspectives that are themselves caught up in crossfire of resistance. My research on CES noted that it is an important motivation to improving the relevance of higher education in Malawi in general and medical education in particular by bringing together the so-called 'traditional knowledge' and 'biomedicine', as well as interdisciplinary perspectives and knowledge from multiple actors. These were muddled intersections, which suggest a uniquely Sub-Saharan African (SSA) approach to CES and relevant medical education for Malawi. Therefore, the paper argues that faculty members resist the simplistic critique of their work as imitations of Western medical knowledge production as they perceive themselves as providing very complex and different ways of knowing in the field of medical education. Drawing from these faculty perspectives, the paper then concludes with two strategies that can enhance CES.

In response to requests for assistance from a Tibetan refugee community in Mainpat, India, Northern Arizona University developed a unique service-learning experience, the Mainpat Project, to provide health and other services. The project continued for 4 years despite the limited infrastructure and resources of a small public university and the complexities of working with a host community in a remote area. The Mainpat Project brought together community leaders and multidisciplinary teams of students, faculty, and staff. Based on various types of assessments, observations, and direction from the community, activities focused on needs identified by the Tibetan refugees and interventions to enhance their quality of life. This reflective essay presents results of an exploratory study of community needs, community-university interactions, interventions built on new understandings, challenges, intended and unintended outcomes, and lessons learned from this experience. Proposed strategies for future work in Mainpat build upon existing models of global service-learning.

The objective of Nigerian universities among others, and very important too, is to relate their activities to the social, cultural and economic needs of the people of Nigeria. This presupposes that the Nigerian society expects the universities to continuously adjust curriculum, teaching, and research to meet the needs of society. More than five (5) decades of experiment with university education in Nigeria, many stakeholders, particularly community members where universities are located have expressed disappointment over the seeming poor capacity of universities to perform their corporate social responsibility that raised two research questions and one (1) hypothesis. The population of study comprised all the 64 public universities spread across the six (6) geopolitical zones of the country. A total of six (6) universities representing ten (10) percent of the population constituted the study sample. The universities were stratified according to the six (6) geopolitical zones from which one (1) university each was randomly selected. The North-East geopolitical zone was excluded because of the persisting problem of insurgency perpetuated by the notorious Boko Haram terrorist group. All the officers of the Community Development Associations (CDAs) in the communities where the sampled universities are located serve as respondents for the study. A questionnaire titled: Universities' Performance of Corporate Social Responsibilities Questionnaire (UPERCOSEREQUE) was validated, pilot-tested (r=0.91) and administered on the respondents. The administration of the questionnaire with research assistants nationwide lasted for 8 weeks. Section "A" of the questionnaire collected demographic data while "B" and "C" contained CSR core areas performance and community development indices respectively. Respondents assessed on a 4-point rating scale. Data collected to answer the research questions were descriptively analysed using, means and standard deviation. The result of the analysis revealed among others that the performance of CSR is low. Based on the findings, the study recommended that Nigerian universities should adjust their curriculum, pedagogy, and research to respond to the needs of their host communities

Service-learning is a pedagogical approach with documented effectiveness for building civic engagement and promoting awareness of social justice issues. Little attention is given in the literature to the design processes that undergird the development of effective service-learning projects. In this case study, authors report on their application of the backward design process to develop and implement a service-learning project. Thirty-seven preservice special education teachers participated in the project to support community needs at an afterschool program. Data sources included planning notes, project meeting notes from the university instructor and the afterschool program director, preservice teachers' guided written reflections, student attendance logs, and responses to open-ended survey questions from community center stakeholders. Participation in service-learning affirmed preservice teachers' readiness for meeting the needs of diverse learners. Community stakeholders reported satisfaction with the project's goals, procedures, and outcomes. Implications relate to the utility of using the backward design process to develop service-learning projects.

Archives contain records that document the lives, cultures, and histories of Indigenous communities that are often organized within a governmental or colonial creation structure. This structure can create barriers to access for Indigenous communities and researchers that depend on those records. This article re-imagines archival methods of organization and proposes archival provenance based on Indigenous community needs and understanding.

Service-learning methodology makes a connection between student classroom learning and the application of knowledge to solve community needs. The present study was carried out with the Universidad Autónoma de Occidente (Colombia) community by environmental engineering students enrolled in a Chemistry 2 course. The students helped the Universidad Autonoma de Occidente community reinforce criteria for separating solid waste generated in the cafeteria. To carry out this project, the students had to appropriate concepts from the chemistry course such as functional groups, types of polymers, and the biodegradation process of materials and its relation to the principles of solid waste separation. Once the concepts were learned, students developed strategies to guide the community in the correct separation of solid waste using a simple vocabulary so that people unfamiliar with chemistry could understand and apply the concepts. The project positively impacted student learning and promoted personal satisfaction as a result of performing useful service and using their knowledge to solve a real worldwide problem.

This study is aimed at creating a treatment model grounded by professionals' knowledge and that allows the development of skills to work with families in crisis. The participants, health professionals of the Latina Domestic Violence Program (LDVP) in Philadelphia, were interviewed individually, and the answers were analyzed in accordance with grounded theory methodology. The answers of the participants were used to emphasize the important aspects related to the situation of survivors of domestic violence. The participants identified two main elements necessary for an ideal program. 1. The program must have the capacity to address all the biopsychosocial needs of the family (financial, occupational, educational and mental health needs). Undocumented and non-English speaking users' needs must be considered when developing a program for Latino families. 2. It is important that the work team should be trained in several appropriate theories and/or of intervention that help to understand the Latino culture of the users. In this way, the use of a model based on the American culture that does not meet the specific needs of the community is avoided.

Service learning--sometimes known as community engagement--is a well-documented pedagogical approach with a long history, a strong theoretical basis, a specific ethos, and many passionate advocates. Yet it is conspicuously underused as a teaching method in the worldwide field of English language teaching. In this article, I argue that English teachers could gain significant benefits from using service learning more extensively, whatever their operational context may be: online, face-to-face, secondary school, college, language school, rural school, evening class, and so on.

"Service-learning" is a multilayered term with a complex historical evolution. In the last two decades, service-learning and community engagement (SLCE) have flourished in higher education as staff, faculty, and students have realized it can be a high-impact teaching and learning practice to promote student learning and development. While many SLCE courses and projects adopt this student focus in undertaking and reflecting upon useful service activities with community organizations, it can be difficult to implement them in ways that explicitly engage with the historical and contemporary systems of oppression--such as racism, classism, and sexism--that created the need for SLCE efforts in the first place. The authors' vision for the future is a radical re-centering of SLCE within social justice collectives (SJCs), such as the organizers of the Movement for Black Lives, led by people from marginalized groups and addressing the systems of oppression most relevant to their own lives. Within this new structure for SLCE, colleges and universities, along with other stakeholders/partners, would follow the leadership of these off-campus collectives working on the frontlines of social justice movements.

Background: Alternative food programs have been proposed as solutions to food insecurity and diet-related health issues. However, some of the most popular programs--farmers markets and community-supported agriculture--overwhelmingly serve White and upper-middle-class individuals, exacerbating food security and health disparities. One explanation for the mismatch is the way in which alternative food programs are framed: Language used to encourage participation may reflect priorities of upper-middle-class and White populations who create and run these programs while lacking resonance with food-insecure populations. This literature, however, lacks consideration of how lower-cost, more participatory programs--community gardens--are framed. We therefore explore the framing of community gardens through a quantitative content analysis of the descriptions, missions, and goals provided by community garden managers across Minnesota (N = 411). Results: Six frames were consistently present in the community garden statements: greater good, community orientation, healthy food access, food donation, self-empowerment, and symbolic food labels. Greater good and community orientation were significantly more likely to be used than any other frames. Conclusions: Taken together, our findings suggest that community gardens may be welcoming toward a diversity of participants but still have room to improve the inclusivity of their frames. The common use of a community orientation suggests the unique ability of community gardens among alternative food programs to benefit Black, Latino, and working-class populations. However, the most common frame observed was "greater good," suggesting one mechanism through which community gardens, like other types of alternative food programs, may be reproducing inequality through alienation of food-insecure populations.

This study investigates the ways students' disposition toward solidarity can be fostered during a community-based service-learning (CBSL) project performed remotely, not requiring direct contact or interactions with community members. Seventeen students were enrolled in an advanced Spanish grammar course section with a service-learning component and collaborated throughout the semester to translate documents from English to Spanish for three local non-profit organizations. The analysis of their end-of-semester reflection papers reveals that the high stakes of the outcome (facilitating the local Spanish-speaking population's access to essential social services) influenced students' engagement in the task, triggered by an emotional buy-in with the nonprofit organization's missions. Participation in the CBSL project fostered solidarity disposition as students considered opportunities to get involved and reflected on how they might be able to support Spanish speakers in their future jobs. The article concludes with suggested guidelines for the design of remote CBSL opportunities to nurture solidarity disposition as a primary objective.

Pipeline programs in health and biomedical sciences have gained attention as students who engage in these programs are more likely to enter into associated fields. In 2012, to support the mission of Oakland University William Beaumont (OUWB) School of Medicine, the Future Physicians Summer Enrichment Program (FPSEP) was launched for regional high school students. Recently, a program review was performed to determine if the program was meeting its goals to: 1. increase diversity and inclusion in medicine, 2. serve the needs of the community, and 3. facilitate students entering the medical and biomedical sciences pipeline. Program structure, participant demographics, and analysis of surveys administered to past participants indicate that the program is meeting its goals and supporting the mission of the medical school. The results of this analysis, areas for improvement, strengths of the program, and solutions to refine the program are presented in this article. These lessons learned can help other institutions develop and refine their programs to increase diversity and inclusion and promote the entry of students into the pipeline.

Social work has a long history of engaging in advocacy efforts in support of vulnerable and marginalized populations, yet there are those that maintain the profession has lost its way in embracing the provision of direct service at the expense of its historical mission. While the literature abounds in articles on many types of social work advocacy efforts, particularly on the agency and local level, less known is the presence of social work advocacy on the contemporary national stage. A comprehensive search of national news and media sites revealed very few instances of a social work perspective being advocated on a national level. Reasons for the apparent absence of a social work voice in shaping the national narrative on pressing social issues are examined. Media advocacy is discussed as a useful framework that social work educators and practitioners can use to help increase the role of social work advocacy on a national stage.

This paper explores the effects of performativity on the culture of a Scottish secondary school, Lochview High School. This is set against a backdrop of the Scottish education policy context which in recent years has been heavily focused on reducing the poverty-related attainment gap, namely through the Scottish Attainment Challenge (SAC). The analysis of the empirical data is supported by a cultural and ecological framework which emphasises the interwoven and complex nature of the school system. In particular, the paper provides a critique of accountability and performative agendas which often run counter to other national agendas, such as the SAC. Through observations, staff interviews (teachers and senior management), and student interviews, task-based activities and group discussions, the data suggests performative and accountability measures are inextricably woven through the education system within which Lochview is situated. Despite this, Lochview provides a case study of a school which successfully navigates competing agendas. However, it is not without its struggles, but the school community often finds rewards and benefits in the positive school culture which develops as a result of responding to the local community's needs.

In this qualitative case study, we adopted theories of street-level bureaucracy and policy entrepreneurship to examine formation processes of environmental and sustainability education (ESE) policy at school and local government level. We focused on teachers' and urban government ESE officials' motives for initiating ESE programs, the support systems they have in place for developing them, and the ways they recruit or repurpose budgets for them. We identified three main motives that induced actors to initiate ESE programs: social, rebranding and environmental. Additionally, we identified three patterns of support that administrators provided in the implementation process: initiating, allowing and adopting. We discuss the connections between budget types, motives and support patterns. A major implication is that following ESE dedicated policies conceals the ESE implementation processes that formal education undergoes. ESE policy research will benefit from understanding local educational government structure and programs, and their role in shaping ESE policy in practice.

Purpose: Through discussion of research about the leadership of two schools, this paper explores the complexity of school leadership and how various contextual elements interact with the work of principals in schools that are attempting to create inclusive, rich, worthwhile and unique schools. A systems thinking leadership and context model is developed to frame the exploration of the two cases, which, in turn, helps inform the veracity and development of the model. Design/methodology/approach: The research reported is broadly based on multiple-perspective case studies that have included individual and/or group interviews with school leaders, teachers, students, parents and/or school council members, observation and document analysis. The focus for this paper is on evidence from the cases that elucidate the model. Findings: A leadership and context view of schools helps to understand how school leaders work with, within and influence various contextual factors to develop schools that are both successful and unique. The cases demonstrated how individual leadership factors including career histories, personalities and values coalesced with school and broader community factors in reciprocal ways that resulted in school-specific improvements. Research limitations/implications: The research is limited by the nature of bounded, small number, qualitative case research. Nevertheless, the authors suggest that the school leadership and context systems model the authors presented captures much of the complexity of the successful leadership of these schools. The authors further suggest that this model provides a conceptual contribution to the study of successful school leadership that moves beyond more linear leadership views. Implications of this research and the conceptual contributions that the authors advance are that leadership and context should be considered in reciprocal and nuanced ways across a complex variety of contextual levels. Practical implications: These cases explore the growth and development of new school communities and capture the dynamic interactions between leadership and context within the complex arrangements of policy, system, history and community. The cases demonstrated how individual leadership factors, including career histories, personalities and values, coalesced with school and broader community factors in reciprocal ways that resulted in school-specific improvements. These findings and the system thinking leadership model help school leaders to consider their own work in developing successful and unique schools. Social implications: School leadership is important for school success, and schools that meet student and community needs are important for society. The authors' system thinking leadership model helps school leaders improve their practice in creating more interesting and successful schools that meet student and community needs. Originality/value: At a time when international sharing of information and international testing of schools is pushing towards a uniformity of thinking about what good schools should be, the reality of leading schools is far different. This paper contributes to the knowledge about how school leaders navigate contextual complexities to create successful and unique schools that meet local needs.

There is widespread consensus that parental involvement in their children's education contributes to the children's success at school. However, it is also recognized that non-dominant populations, particularly immigrant families, face language and cultural barriers, racism, poverty, and other obstacles to navigating school practices that many families do not face. In this article, we argue for the need to reject overtly school-centered parental involvement practices in favor of collaborative partnerships that position parents as equal partners and decision-makers. We first present critical features that characterize home-school collaborative partnerships, based on key literature detailing research from this perspective. Second, we present 2 examples of attempts to forge home-school partnerships, based on qualitative research independently conducted by the coauthors. Finally, we discuss the challenges and possibilities of school-parent partnerships that are illustrated by these examples and conclude by suggesting potential pathways toward more collaborative partnerships.

Purpose: This paper aims to examine the broad concept of university-community partnerships as it applies to creating sustainability initiatives. The benefits of university-community partnerships are increasingly recognized, and this paper offers direct insights from community stakeholders on the principles, functions and activities they see as foundational to effective university-community partnerships in northern British Columbia. Design/methodology/approach: CommunityStudio was a co-learning partnership that sought to place students into the community and region to collaborate with community/government partners on interdisciplinary projects identified by the city, regional district or other community stakeholders. Through key informant interviews and a thematic analysis, the authors examine the expressed needs that CommunityStudio partners identified as key to ensuring such collaborations are mutually beneficial. Findings: Within the community/regional development context of northern British Columbia, community experience highlights the importance of equity and inclusion, flexible programme design and an institutional culture that supports risk taking in teaching and learning as keys to the success of university-community partnerships. Originality/value: This work contributes to calls for knowledge-based institutions such as universities to act as catalysts for social innovation within regional contexts outside of major metropolitan urban centres.

This article explores how leadership education and program development is centered on the needs of students, local tribal communities, and institutional charter within the Tribal College and University (TCU) context. Two leadership-based academic programs at two respective TCUs are discussed through the lens of a culturally appropriate framework of Native-nation building to illustrate how leadership development at TCUs is focused on developing student leaders within and for tribal communities.

Peace education is often carried out without being appropriately adapted to the contexts in which it takes place and rarely involves those most affected by the work in the design and planning of their own initiatives. This article reports on an original participatory action research project designed to contextualise a peace education initiative with local communities in Bolivia. It draws on fieldwork, including interviews and focus groups with policymakers, educators, and students, to show how local actors, including students, were involved in influencing what peace education should look like for them, focussing on its purpose, pedagogy, and content. Lessons learned are also discussed. The case study is offered within a larger context of how the international community can work with the direct beneficiaries to co-develop peace and education-related initiatives that are responsive to the needs of the particular groups and contexts they are trying to affect.

Purpose: This study aims to analyse the essential characteristics for the success of social projects developed with undergraduate students of higher education institutions (HEIs). Design/methodology/approach: A case study was conducted to verify the main characteristics of projects in a social entrepreneurship initiative. These features were used to perform a survey with experts to understand which of these items are essential for social projects success, through Lawshe's method. Findings: Of the ten items evaluated, two were considered essential by the experts: "Proper alignment between project scope and actual local community needs" and "Good level of interaction between students participating in the project and the local community". Practical implications: These findings can be useful for professors and coordinators to prepare future projects in HEIs. They may also be advantageous for researchers who may use them as a starting point for future studies. Originality/value: The novelty of this study is the methodological approach used: a case study of projects in a social entrepreneurship initiative in a relevant Brazilian university; and a Lawshe's method analysis of responses of experts in social projects developed in HEIs. The findings can greatly contribute to the debates in this field. No similar research was found in the literature.

Due to the nature of Extension, work across counties differs because efforts are grounded in the needs of a community and intentional programming helps address these needs. A common competency required for entry-stage Extension professionals is program development, which includes planning, design, implementation, and evaluation. Understanding a community's needs is a crucial aspect of the program planning process, yet new Extension professionals may not know where to locate existing information about their communities. Before creating Extension programs, Extension professionals should understand local communities and identify existing data to facilitate the needs assessment phase of program development.

The Turtle Mountains are an abundant, forested enclave, standing out from the miles and miles of flat surrounding farmland. At Turtle Mountain, an Anhishinaabe nation in north-central North Dakota near the Canadian border, paved roads run along rolling hills, and the ground brims with multicolored wildflowers and tall, swaying grasses. The woods are bursting with life, the lakes are sparkling, and the people are active, whether boating and fishing with their families, golfing on the course, or staying busy with work at Turtle Mountain Community College (TMCC). TMCC is a gem of a tribal college, currently celebrating its 50th anniversary. Within TMCC is the Career and Technical Education (CTE) Department--an anchor of the community that has created countless jobs and changed lives for the thousands of students who have completed their programs over the years. This article presents the story of CTE at Turtle Mountain Community College.

The Mental Health Facilitator (MHF) program utilizes a population-based curriculum and has been implemented in Malawi for the past seven years. This article reports findings from an ethnographic study that explored how 40 MHF stakeholders have experienced the MHF program. This transdisciplinary program is a 30-hour training in community mental health that focuses on fundamental helping skills; identification of stress, distress and mental disorders; and appropriate community referral and follow-up. Results indicated four interrelated themes representing participants' beliefs about their experiences with the training, including the curriculum's responsiveness to the Malawian context, the availability and limitations of resources, the processes involved, and a variety of identified outcomes. Implications for community implementation and future directions are identified.

Introduction: The purpose of this study was to identify the needs and challenges of seniors with dual sensory loss (combined hearing and vision loss) and to determine priorities for training family members, community service providers, and professionals who work with them. Methods: Individuals (N = 131) with dual sensory loss between the ages of 55 and 99 years participated in a survey designed to collect information about their most important needs, challenges encountered associated with sensory losses, and the training requirements of the people who interact with them. Results were analyzed with descriptive statistics, and comparisons were made between persons with early and late onset of sensory loss. Results: The most commonly identified needs were transportation, technology training, assistance with errands, and improved communication. Medical providers were identified as the service providers who most need training about dual sensory loss. A majority of respondents thought their local community members, friends, and family also need education. Some differences were noted based on age of onset of sensory losses. Discussion: Needs differed by age of onset group: needs of participants with early onset of one or both sensory losses focused on transportation and training to use technology, while needs for those with later onset focused on information about devices to improve hearing or vision and better ability to communicate with family. Implications for practitioners: Training to use technology is an important area of need that may not always be addressed for this population by service providers, but it may contribute to overall improved quality of life, since it has the potential to improve communication options and reduce feelings of isolation. Health care providers are an important group to target for education regarding how to interact with people with dual sensory loss.

Declining Catholic school enrollment rates coupled with increasing numbers of Latino Catholics (in the US) have prompted Catholic leaders to interrogate how they can best engage and meet the needs of the Latino community (Alliance for Catholic Education, 2009; Ospino, 2014). Much of this work focuses on how Catholic schools can attract Latino students and their families, but does not situate the Latino Catholic school student experience within the historical, economic and sociopolitical context. This paper interrogates the history and experiences of Latino students at Divinity High School, an all male Catholic high school that has historically served a working class Latino community. The project draws its data from a one-year ethnographic study that examined Divinity High School's school culture. Findings demonstrate how the school's values of brotherhood and social justice facilitated Latino student engagement, while teacher deficit thinking contrasted with the mission and culture of the school. This research calls awareness to the need for critical analysis of Catholic schools focused on the education of working class Latinos.

Objective: The Gaelic Athletic Association (GAA) is part of the cultural fabric of Irish society with a club in almost every community nationwide. The aim of this project was to carry out a pilot evaluation of the GAA Healthy Club Project (HCP), which is a unique effort by a national governing body to include health as part of the core business of the organisation at grass roots level. Design: A pre-post intervention group only design was used across 18 clubs recruited to a pilot phase of the project. Setting: GAA grassroots sports clubs across Ireland. Methods: Twelve Healthy Club Officers completed a self-evaluation survey of their club at two time points to indicate the health promotion orientation of their club and the extent of health promotion activity in the club. Results: Data showed improvements in the health promotion orientation of clubs, from moderate to high health promoting overall and particular increases in policy and practice scores. This is likely due to the widespread appointment of Healthy Club Officers and the delivery of health-related initiatives in clubs. Conclusion: The impact of the project, while not demonstrable as an intervention effect at this stage, was real for the clubs involved. The GAA HCP is a novel way of carrying out health promotion in Ireland, serving as a meeting point between the 'push of health' and 'pull of the sports club'.

This paper examines the multilingual translation efforts of a group of university student volunteers during the COVID-19 outbreak in Shanghai. Data were collected through semi-structured interviews of the volunteer team leader, team members, and a local community health worker. Findings identified time constraints, limited language proficiency, and limited technical knowledge as the major challenges confronting the university volunteers. In order to overcome the challenges, they worked in close collaboration and used translingual and network strategies to facilitate prompt and high-quality crisis translation. Findings suggest that foreign language university students in local universities may serve as readily available multilingual resources and can be mobilized in prompt response to the grassroots multilingual needs of the local community in times of crisis. The paper ends with implications for measures and strategies to enhance effective emergency language service and crisis communication for global multilingual cities.

Extension educators across the United States are being asked to expand their direct education efforts to include policy, systems, and environmental (PSE) changes. However, professional development opportunities and tools are needed to familiarize Extension professionals with PSE change approaches, build their capacity to implement PSE change, and make the process relevant to their work. We describe a planning tool developed for a unique multistate PSE change intervention training and designed to facilitate the process of PSE change implementation at the local level. An example of the tool and recommendations for others wishing to use it are included.

This article traces a community-based participatory action research (CBPAR) project which engaged local non-profits and the immigrant community in Flint, Michigan, USA, to identify areas for growth in support of local immigrant-background residents. Collaborative data-gathering began in 2015 with the creation of a community asset map which outlined existing services available to immigrants, as well as potential areas for growth. This was followed by a series of linguistically and culturally sensitive focus groups with immigrant-background participants. The use of CBPAR was foundational to this study because it engaged the local community in the needs analysis process and resulted in the development of grassroots ESOL programming. The article outlines steps and recommendations for community-based participatory ESOL needs analysis that can be applied to other geographical regions and ESOL programmes.