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This work describes an international collaboration experience carried out between our process design and petroleum property evaluation courses. This collaboration was developed as part of a partnership between the American University of Ras Al Khaimah (AURAK) in Ras Al Khaimah, United Arab Emirates, and Wayne State University in Detroit, Michigan, United States of America, using a program called Collaborative Online International Learning (COIL) from the State University of New York (SUNY) system. The COIL program provides training to faculty on engaging students in international and cross-disciplinary projects to promote skills needed in the current work force. The COIL training meetings facilitated pairing faculty of different disciplines in different parts of the world and provided a structure for developing a collaborative project. The collaborative project that we undertook in fall 2021, and which we detail throughout this article, was titled Upstream and Downstream of Petroleum Economics.

This study aimed to investigate the process of a top-down motivational approach in university--community engagement (UCE). We conducted a qualitative single case study in Indonesia using direct observations and semistructured interviews with 16 informants in three categories of actors: university, local community, and intermediary. Our main finding is that all actors are motivated by a top-down motivational approach. The university provides service to the community to fulfill its obligation to the government, and the local community is obligated to follow the village chief's directive to participate in community service. As an intermediary between the university and the community, the village chief supports community service because participation will make the chief (and community) eligible to receive grant funds from the central government. These empirical findings provide a new understanding of how UCE works in a country that employs top-down government to implement its regulation at the grassroots level.

This article argues for a Deweyan "democratic design" approach to program leadership that builds programmatic ideals into leadership practices. To illustrate democratic design in practice, we draw from case studies of two partnership programs based in writing studies--a writing partnership between the University of Arizona and area high schools and a collaboration between Salt Lake City Community College and the University of Utah--that utilize community advisory boards and democratic processes to work toward stakeholder-oriented approaches to leadership. Through these case studies, we emphasize three core principles of democratic design, including stakeholder leadership, political vision, and epistemic equity, that can be applicable across a range of programmatic opportunities. For leaders in composition studies who see collaboration as central to their mission, democratic design can serve as a linchpin for aligning processes with values.

Positioned at the crucial point of access to higher education, summer bridge programs often serve students of color and multilingual learners as well as first-generation and low-income students. Bridge programs, which frequently include first year composition courses, represent an underexplored entry point for collaborations between academic and student affairs. In this qualitative research study, twenty-two summer bridge program websites were systematically coded and analyzed to assess the extent to which bridge program website discourse incorporates funds of knowledge, which are the resources and experiences that diverse groups of students bring to university spaces (Moll et al.). The results from this study indicate that bridge programs provide models for integrating aspirational knowledge and familial knowledge, two funds of knowledge areas, into academic coursework and departmental programming, particularly into the work of writing programs. Composition scholars are uniquely positioned to share their expertise regarding linguistic knowledge and resistant knowledge with their bridge program colleagues. This article suggests that campus partnerships between academic and student affairs can create meaningful institutional change to better support diverse groups of students.

The Texas A&M University System recently developed six quality standards for educator preparation programs, the Texas A&M Quality Standards for Educator Preparation, that are to be implemented and met by all system schools. These standards are: quality of selection of teacher candidates; quality of content knowledge and teaching methods; quality of clinical/field placement, feedback, and candidate performance; quality of program performance management; quality of partnership performance management; and expanding the community of practice. In this article, the authors describe how the Islanders Helping the Early Acceleration of Readers Together (IHEART) program exceeds all of these standards by working with a partner school to provide early reading intervention to first grade students and field experience opportunities to preservice teachers.

What began in a library science course as a collection development project serendipitously transformed into varied learning experiences for students across disciplines and program levels. This article shares the journey of how a singular lesson idea blossomed into an unintentional, multidisciplinary project that led to unexpected learning outcomes for all involved. [The page range cited on the .pdf (p97-107) is incorrect. The correct page range is p95-107.]

Community-based participatory research (CBPR) is an effective approach for addressing health disparities by integrating diverse knowledge and expertise from both academic and community partners throughout the research process. However, universities and funding agencies have not done enough to invest in the foundational infrastructure and resources that are necessary for building and maintaining lasting trusting research partnerships and supporting them to generate impactful research projects and solutions. Small CBPR Grants Program is a CBPR-seed-funding program that may be particularly helpful to minority-serving institutions' and universities' goal to invest in genuine community-engaged research. The Morgan State University Prevention Sciences Research Center, in collaboration with other community and academic organizations, provided 14 small CBPR awards to new partnerships, and evaluated the success and challenges of the program over a period of three years. To achieve our goal, technical support and training were provided to these partnerships to help with their growth and success. The expected outcomes included trusting relationships and equitable partnerships, as well as publications, presentations, and new proposals and awards to work on mutually identified issues. The program's results included: continued partnerships beyond the program (in most cases), a founded CBPR Center, and a few secured additional funding. One key to the program's success was supporting the formation of research partnerships through networking opportunities and information sessions, as well as providing small grants to incentivize the development of innovative concepts and projects. A learning network and local support group were also created to enhance productivity and the overall impact of each project.

This article evaluates Make it Happen Summer School according to Bernstein's writing on classification, framing, and recontextualisation. The project was a collaboration between a university and an Arts Council England National Portfolio Organisation (NPO) that aimed to develop a curriculum for creative practitioners so they could learn to propose successful socially-engaged arts projects for funding and commissions. NPOs are arts organisations that are funded by the UK Government and the UK's National Lottery via the Arts Council England. This article draws upon quantitative and qualitative data collected in relation to this project to evaluate the curriculum and pedagogy. In order to do this, models developed from Bernstein's work guide the analysis of the findings. It was found that while many gained powerful knowledge from the project, some did not. The processes of recontextualisation demonstrated how ideologies based on accountability and performativity shaped the curriculum reflecting the depoliticisation of socially-engaged practice.

Doctoral education is transforming, along with societal changes, as it is no longer solely aimed at academic careers. A new landscape with various models for doctoral education is emerging with an increased alignment with industry. This study aims to deepen research by critically exploring industrial PhD education collaboration in Sweden. The perspectives of industrial PhD students, academia, and industry are integrated with work-integrated learning as a theoretical lens to identify benefits, challenges, and prerequisites for how to structure and manage such a collaboration. Qualitative methods are applied including a total of 38 respondents. Industrial PhD students embody PhD education, research, and university-industry collaboration, generating learning and understanding across sectors and industries. The current knowledge of PhD education is advanced by integrating multiple perspectives, to reveal prerequisites that are vital for how to structure and manage industrial PhD education collaboration, to promote work-integrated learning towards a way to build knowledge.

The Fulbright Program is the United States' flagship educational exchange program. Since 1946, the program has been heralded as a program that promotes mutual understanding across cultures. However, the Fulbright Program's role as a U.S. Department of State initiative warrants further examination of how this educational exchange program functions as a foreign policy effort on behalf of the United States. This mixed methods study uses data presented in five years of data available in the Fulbright Foreign Scholarship Board's Annual Reports of the program. The study finds seven themes present in the written content of the annual report: Human rights, peace and security; access, diversity, and opportunity; collaboration and partnership; mutual financial investment; excellence as a result of Fulbright; program impact; and solving global problems.

Through rising chronic absenteeism, increases in behavioral challenges, and declines in college enrollment after high school, many students are signaling that school is no longer a place they can or want to be. To address this problem, high schools across the country are consolidating disparate student support efforts into a unified approach led by student success teams. Schools can, by themselves, act on the elements that drive connection: They can establish baselines, identify improvement strategies, measure impact, and then work to continually improve. Strong relationships are the heart of school connectedness and how students who have stopped believing in school can reengage. This article describes the author's experience leading the GRAD Partnership, a student success team, and provides examples of collaborations with high schools and the role of educators and state boards in countering the effects of the COVID-19 pandemic and student disconnection.

In this article, we explore how the recent proliferation of the virtual production stage with its promise of real-time visual effects has not only changed the working environment of the film studio, but also introduced an urgent need for new training and teaching approaches -- not only for current and future film students, but also for educators and practitioners. This case study examines a research project involving students from Ravensbourne University London, UK, in collaboration with industry partner Mo-Sys Engineering, a leading manufacturer of virtual production solutions. The complex demands of new, multidisciplinary job roles in virtual production have created a skills shortage in the UK film and television industry. We illustrate the challenges of training not only film students but also educators for a continually changing workplace dominated by disruptive technologies and shifting skill sets.

Students of color, first-generation, and residents of communities experiencing disinvestment--who aspire to obtain meaningful postsecondary degrees, career success, financial security, and social mobility--face tremendous challenges in navigating science, technology, engineering, math, and health science (STEM-H) education and career sectors. The Rush Education and Career Hub (REACH) utilizes a place-based workforce intermediary model that joins an academic medical center with academic institutions, community-based organizations, and employers to increase and broaden STEM-H participation. REACH provides innovative, hands-on learning for underrepresented youth cradle-to-career to increase postsecondary achievement and diversity in STEM-H professions through: (1) early and sustained access to high quality STEM-H education experiences, (2) paid work-based learning paired with professional development, (3) the ability to earn recognized industry credentials, (4) mentorship to facilitate participant engagement and promote program completion, and (5) OutREACH community engagement that provides information, resources and wraparound supports for students, their families, and the community. Preliminary findings suggest that this model inspires and prepares young people for success. REACH offers institutions an equity-centered community-engaged framework for cultivating education and workforce partnerships to foster opportunities, support, and the relationships necessary to thrive in STEM-H for those who have historically been denied.

With the emergence of data science as an inherently multidisciplinary subject, there is increasing demand for graduates with well-rounded competence in computing, analytics, and communication skills. However, in conventional education systems, computing & quantitative, and communication skills are often taught in different disciplines. Data storytelling is constructing and presenting data stories to highlight the analytical insights to achieve the communication goals to a specific audience. Digital data storytelling leverages digital storytelling techniques and best practices in communication to deliver stories that can be shared in digital formats to a wide audience. In this paper, we describe and reflect on a semester-long project-based learning pilot using Digital Storytelling as a framework to allow students to explore topics themed around human flourishing and sustainability with the end goal of constructing data stories delivered in digital or video format (i.e., Digital Data Storytelling). The pilot work was conducted in an introductory data science course at a 4-year Minority Serving Institution in collaboration with students studying non-STEM disciplines at a partner community college. Our pilot demonstrates the potential benefit of this sustainability-aware Project-Based Learning design in raising students' awareness of sustainability issues, increasing confidence in cross-disciplinary communication competency, and at the same time deepening their understanding of data science concepts. We further reflect on the significant role of an effective program model as well as challenges and opportunities for building transdisciplinary communication competency to prepare for a diverse data science workforce.

This study uses Knight's (2004) framework of internationalization in higher education to examine emerging trends involving international students at Canadian public community colleges. The findings show that the provinces' socioeconomic and cultural differences and immigration policies have had a substantial effect on the number of international students on college campuses. The study identified seven important emerging trends within the sector. The findings suggest that an evolving approach to immigrant selection may be contributing to the reconfiguration of the colleges' international student body, which has gone from predominantly Chinese to primarily Indian. Furthermore, the study explores new approaches used to increase the market share of international students, such as campuses exclusively for international students and partnerships with private career colleges. It also provides an analysis of the latest development, namely the shift to online instruction in response to the COVID-19 pandemic. The study highlights the importance of understanding these trends.

Educational hub refers to centres of excellence in higher education and research whose aims are to provide high-quality education for both national and international students to enhance the competitiveness of the country. These educational hubs provide an opportunity for knowledge exchanges and innovation in local regions through education and training. In response to the COVID-19 pandemic, rapid shifts were made towards online learning in education around the world. Although the lockdown is over, remote learning will likely play an increasingly prominent role in education. The adoption of scaled remote learning during the pandemic provided evidence of the importance of online learning. They offer an insight into global society, helping prepare students for an increasingly interconnected world by facilitating links between different regions. Educational hubs can be tied to distance learning and are successful in attracting international students when offering a combination of distance learning methods and innovative programs. This paper examines the phenomenon of educational hubs in higher education for international education through online learning with digital technology. New opportunities for online and distance learning within the definition of educational hubs are analyzed, and three online and blended learning models that reflect the development of educational hubs based on COVID-19 conditions of education are offered. In addition, the successful cases and experiences of distance learning hubs in China and Iran in recent years are described.

A majority of service learning (SL) studies focus on the student benefits and challenges, whereas few consider the organization (community partner) viewpoint. This study examines the value that small businesses place on a marketing-oriented SL project run by the academic Marketing Department at the Cape Peninsula University of Technology in South Africa. A client programme evaluation was administered via a structured questionnaire and a survey in order to discern the perceptions of 107 small business community partners. Perceived value was cross-tabulated with the performance benefits, lack of value reasons, satisfaction, lasting value, future participation, and student group variables (registration and grades). Small businesses generally found that the SL project added value to their organizations. Those small business community partners who found the SL project less valuable noted reasons such as lack of project coordinator involvement, ineffective communication, and the SL project was not apt for their business.

Among the challenges faced by work-integrated learning (WIL) educators, recruiting, selecting, and retaining outside organizations as 'clients' or 'community partners' to work with students looms large. The gap between classroom needs and professional practice often leads to a tangle of unrealistic expectations. These challenges grow even more acute given that faculty often lack the experience, skill, time, and resources critical for fostering partnerships with organizations. To gain a clearer sense of the challenges involved, this article considers the body of literature on one course taught at U.S. universities: the public relations campaigns, with a specific focus on clients. The intention is twofold: first, it aims to identify opportunities for future research on the course to fill gaps in best practices for faculty working with client organizations; and second, to show how these course-specific issues echo, and potentially expand upon, challenges WIL professionals grapple with regardless of what they teach.

In this study, we regard co-creation as a collaborative process where students, lecturers and working field professionals from outside the university jointly develop innovative products, processes or knowledge. In co-creation all stakeholders equally contribute to the collaborative process and aim to create beneficial outcomes for each participant. Co-creation can be used as a valuable pedagogical method to support continuous interaction between learning and working in higher education to foster innovation. However, this process is not necessarily mastered by co-creation groups. In order to identify which components of this collaboration process can be further improved, we developed a questionnaire to assess co-creation processes in higher education. Students, lecturers and working field professionals participating in co-creation projects completed the questionnaire. We validated the questionnaire using a principal component analysis. The seven extracted scales proved to be sufficiently reliable. The final questionnaire consists of seven components: positive interdependence, individual accountability, collaboration, shared mental models, safe and supporting conditions, creative community, and group evaluation. We described how the tool can be used in practice.

This scholarship-to-practice paper examines the importance of engagement among college students and highlights a partnership between two online institutions -- a two-year community college and a university -- dedicated to fostering diversity, equity, inclusion, and belonging. Guiding this work is the premise that higher education should be accessible to all who wish to pursue it, and that two institutions of higher education on opposite sides of the country can work together to share the stories and experiences of their students. The authors applied literature relating to belonging, engaging in campus activities, and the importance of sharing one's story to a partnership involving two different institutions and webinar discussions featuring underrepresented students.

This empirical work is driven by a study on the experiences and motivation of a group of college-aged student activists. Using a cohort of 14 millennial-aged activists who organized their work in response to a rise of right-wing authoritarianism in national and state politics, this paper presents recommendations for how student affairs professionals working in activities-oriented functional areas can leverage these experiences to build capacity around engagement, leadership development, sense of belonging, and work in partnership with these communities to challenge unjust practices within the academy. Further, I argue that in order to do our work of supporting students in their educational ventures, we can no longer claim notions of political neutrality.

The Commonwealth Learning Partnership is a statewide network in Virginia made up of nearly 40 state education organizations and university members, plus national partners and supporters. The mission of the partnership is to actualize the Profile of a Virginia Graduate. Individually and collectively, Partnership members reach most educators across the state, providing them with resources and responsive in-service and pre-service opportunities. The history and evolution of the Partnership demonstrates the critical nature of policy, organizational collaboration, and outside investments to support and upskill the educator workforce.

Educator preparation programs play an important role in preparing early educators (EEs) to work with young children (PPNTF, 2020). However, EEs often experience suppressed salaries making preparatory programs financially burdensome (NASEM, 2018). It is incumbent upon institutions of higher education to embrace practices that alleviate financial barriers experienced by EEs seeking critical knowledge regarding practices that support learners throughout their formative years (NASEM, 2018). Open Education Resources (OER) is emerging as an effective equity practice that positively impacts students' perceptions, performances, and perseverance while also alleviating some of the financial burdens associated with higher education. This article explains a cross-institutional collaboration to create a high-quality OER to enhance EEs' professional knowledge in language and literacy practices for young children, birth to age five. This initiative reflects standards articulated by the Association of Teacher Education, specifically in the areas of collaboration, cultural competency, scholarship, contribution, and vision (ATE, n.d.).

This paper describes the role of regional institutions in translating regional policy instruments into practical action using the experience of the Intergovernmental Authority on Development (IGAD) in training teachers for refugee and host community secondary schools in three pilot member states: Ethiopia, Sudan and Uganda. The paper raises questions about the regional organizations could be engaged in developing commonly shared commitments and at the same time implement these policies. Using a participant observation method combined with textual and contextual analysis, the study outlined the results in terms of process, products and lessons achieved in the course of the teacher training process. Regarding the process, the paper highlights consensus building, needs assessment, selection of sites, teachers and trainers as well as development of training modules as important outcomes. The product involves the skill-sets acquired or capacities developed cultural materials and media products. The training initiative brought home useful lessons including the importance of the participatory approach and joint decision-making, the role of partnership, enabling leadership, effective coordination and flexibility in managing joint, multi-stakeholder programs. The paper concludes by articulating the need for further studies and scaling-up the teacher training covering member states that are not involved in the pilot phase.

This practice report outlines the application of culture change methodology to co-design a whole-of-university health and wellbeing strategy. We outline considerations that necessitate a change in the way higher education contributes to student and staff mental health and wellbeing. We provide an overview of an Appreciative Inquiry culture change methodology; a map of the process followed; the benefits of applying Appreciative Inquiry principles; and a description of outcomes, which include funding for a new health and wellbeing strategy implementation team. We argue that by co-designing a strategy, with representatives of the whole system taking a strengths-based perspective, we enabled self-determined change. We also argue that the process of co-designing and co-developing a strategy can be a wellbeing intervention in and of itself.

The teacher attrition rate has drawn serious attention, but the extreme turnover in rural minority communities has become a crisis. To address it, one university's Educator Preparation Provider (EPP) partnered with local districts to offer paid yearlong residencies. In the residency model, residents receive income, intensive support, and job-embedded training. School districts use residents as substitutes on Fridays and engrain them into their school culture. The EPP compared the performance of candidates in traditional student teaching to those in the residency model and residents performed significantly higher in a majority of the components on their final performance-based assessment.

Robust school-university partnerships can create continuous systems of educator learning that focus on systemic change and the simultaneous renewal of both educators and the organizations within which they work to improve outcomes, opportunities, and access for P-12 students and their teachers. This article is a case of the Project PREP school-university partnership, a complex integrated systems approach towards rethinking recruitment, preparation, support, and development of diverse teachers and leaders. We show how Project PREP has begun to design aligned and enhanced systems for teacher education that embody clinical practice, coaching, and high-quality professional learning for both practicing and future teachers and leaders.

Low-income families face myriad stressors and challenges that often negatively affect students' reading achievement. Although community partners are crucial in supporting K-12 students, there is little research on how different types of community services affect students' reading achievement in Title I schools. The present study aims to assess the impacts of comprehensive community services funded by a nonprofit organization on K-5 students' reading achievement. The study employed a two-phase post-hoc design to examine the reading achievement of 347 elementary students (ages 5-10) in a Title I school. Reading achievement was measured by the i-Ready assessment of overall reading scale scores and percentile rankings. Independent samples t-tests, regression models, and ANOVA reveal that students who received community services had higher winter percentile rankings than their peers not receiving community services. Additionally, students who received targeted in-school service demonstrated the most significant improvement in i-Ready reading during the winter semester, compared to afterschool service, holistic in-school service, and in-home service. Implications and limitations of the present study are discussed.

In this paper, we present and reflect on using scenarios and role-plays as an effective approach to engaging in the often complicated conversations about student-faculty/staff partnerships, particularly those involving the scholarship of teaching and learning (SoTL). Students as co-developers of pedagogical processes, as well as co-researchers in SoTL, has become an increasingly valued practice in higher education institutions around the world, one that promises to be transformative in its pursuit to break down the traditional hierarchies and establish more democratic and equitable relationships between faculty/staff and students. While there is a growing body of evidence that demonstrates the value of creating spaces and processes to enhance teaching and learning, it can be challenging to know how to develop and implement partnership in SoTL. How do we actually do it? Many of us need guidance for where and how to get started, how to build effective partnerships, how to work through difficulties, how to share our experiences, and how to invite others into this practice. Informed by our own experiences of engaging in pedagogical SoTL partnerships and drawing upon materials developed for a conference workshop we delivered at the 2019 International Society for the Scholarship of Teaching and Learning (ISSOTL) conference, we argue that scenarios and role-plays, when informed by the principles of Scenario Based Learning (SBL), are effective tools that help explore partnership experiences of faculty/staff and students. We offer considerations for how readers can adopt and adapt scenarios in their contexts and invite further research on the ways SBL contributes to SoTL and partnership.

Employing an institutional case study approach, this manuscript features two high-impact learning opportunities open to Albion College students who seek to contribute to solving real-world problems in collaboration with local and surrounding communities: Albion College Community Collaborative (AC3) and Human Rights Lab. The programmatic approach to community-engaged partnerships featured sought to elevate local knowledge, promote engaged citizenship, and advance social, political, and economic change. We describe each program followed by lessons learned and critical considerations to advance the field and to inform the work of others seeking to employ a programmatic approach.

This paper illustrates the approach of co-creating education where co-creation was an important aspect of the curriculum design. It makes a case for prison-university partnerships through two pedagogical case studies -- one within a prison setting with a focus on soft skills acquisition and another in a Higher Education setting focusing on international criminal justice. Originating from the observations and reflections of an educator which led to a participatory action research opportunity, it asserts that actively teaching and learning together increases effective learning through better understanding and motivation, as well as giving access to the right to education regardless of 'space and place'. Using Iversen and Stavnskaer Pedersen's (2017, p.24) five stages to the design progression of co-creative teaching, the article discusses the process, progress, and evaluation of the practical approaches to teaching and learning and how they could form a beneficial and successful partnership when considered in tandem. It is recognised that by bringing higher education into the closed prison context, the universal right to education is realised, since people behind bars are given the same opportunities as students in the community. Furthermore, it further enhances aspects of civic responsibility and understanding through a lived-experience approach with the students in the community. Finally, the article illustrates how such partnerships show a significant adherence to the Council of Europe's (1990) Recommendations for Prison Education, giving prison educators a tangible 'what works' way forward in teaching and learning.

This article presents an interdisciplinary collaboration to address the needs of older adults at risk of social isolation exacerbated by the COVID-19 pandemic. An intergenerational service-learning program developed by the Pennsylvania Department of Aging was offered to several universities across the state of Pennsylvania. The authors share their experience and lessons learned from pairing older adults with graduate students studying in the fields of Gerontology, Public Health, and Social Work.

This study illuminates community partner perspectives regarding their relationship with a public academic health center (AHC) in a health care shortage area (HCSA). Community-based and statewide leadership invested deeply in the AHC's programs and initiatives to prepare health care providers for practice in the region, to decrease the provider shortage and improve local health care outcomes. The mixed-methods study sought to identify current community engagement partnerships and examine relationships from the perspective of community partners. Phase 1 of the study utilized an adaptation of the Outreach and Engagement Measurement Instrument (OEMI) as a survey to gather data from employees at the institution. Phase 2 of the study gathered data from the community partners through communities of interest focus groups. Data was analyzed using the Kellogg Commission's seven-part test of engagement. Findings from the survey identified community partner perspectives that informed AHC and partner collaborations during a period of multiple crises.