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University participation gaps between free school meals (FSM) and non-FSM students have remained largely stable in the UK since 2006. The efficacy of UK widening participation (WP) interventions in changing attitudes towards university and increasing participation of disadvantaged students is uncertain. Some approaches have shown to be effective in other countries e.g. the US, but the educational experience of pupils and markers of disadvantage may be different to the UK. Previous reviews have indicated poor-quality evidence and a lack of peer reviewed experimental evaluation in a UK context. The range and quality of evidence using a non-experimental or qualitative approach is unclear. Understanding how effective WP interventions are in changing attitudes and behaviours towards university in the UK is an important part of addressing the participation gap. This study used a systematic review approach to examine the evidence base of peer-reviewed evaluations of UK WP programmes for school children aged 16 and under in the last 20 years. Inclusion criteria encompassed a range of quantitative and qualitative study designs to gain a picture of the efficacy of interventions and the type and quality of the evaluation evidence. Findings indicated that controlled experimental evaluation of UK interventions remains very limited. Evaluations were largely mixed methods. Quality of evidence was judged moderate overall due to multiple issues with bias and lack of clarity in methods. Approaches that appeared to offer the most potential were those that helped students to develop new skills with tangible outcomes, and exposure to role models. [ABSTRACT FROM AUTHOR]

This article examines changes in the management of third mission in Chilean universities by analyzing the narrative of their directors. A multiple case study is developed using the deductive content analysis technique. The results suggest that management of "linkage with the environment" has changed, adopting principles of the new public management theory through centralized decisions, the emergence of new administrative units, and the creation of instances of systematization, monitoring and assessment of academic activities. However, the "linkage with the environment" appraisal has not changed. The logic of generating resources in association with the productive private sector is maintained -as is usual in the new public management model applied in advanced industrialized countries- and creating networks based on extension and social commitment. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Research on Service-Learning & Community Engagement is the property of International Association for Research on Service - Learning & Community Engagement and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Research on Service-Learning & Community Engagement is the property of International Association for Research on Service - Learning & Community Engagement and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: This article describes the development and implementation of a tripartite educational intervention to support custodial grandparents, grandchildren, and service providers who work with grandfamilies. Background: Grounded in theory and practice of working with both grandparents and their grandchildren, this article provides an overview of strategies and approaches for recruitment and retention of grandfamilies in educational intervention programming and a discussion of our approach to bridging science into practice and the important role of university–community partnerships using community‐based participatory research principles. Implications: Although we provide specific examples from the development and implementation of the multistate GRANDcares program, these methods and the lessons from the field may be broadly applied to many aspects of working with skipped‐generation and multigenerational families. [ABSTRACT FROM AUTHOR]

The article presented is a partial result of a doctoral research entitled "Valuing documentary heritage at the Universidad de Oriente" developed within the framework of the p4 Vlir international cooperation project "Safeguarding cultural heritage. Tools and practices for its integrated management in Santiago de Cuba and the eastern region of the country", which is part of the Flemish Interuniversity Program for International Cooperation with the Universidad de Oriente (VLIR-UOS). The objective of this article is to provide an exploratory approach to the state and conservation of the documentary heritage of the Universidad de Oriente, to contribute to its recognition and management. Scientific research methods such as: historical-logical, analysis-synthesis, inductive-deductive and documentary analysis were used. The derived conclusions indicate that it is urgent to address the management of documentary heritage at the Universidad de Oriente to value the institutional historical memory. [ABSTRACT FROM AUTHOR]

The emergence of university LGBTQ+ resources over the last couple of decades indicates promising movement toward fuller engagement of minoritized students in higher education. Despite this growth, LGBTQ+ communities continue to experience marginalization, even on campuses with dedicated services. This critical discourse analysis advances a conceptualization of digital campus climate by exploring how three institutions represent their LGBTQ+ resources through their university-sponsored webpages. We leverage the Campus Pride Index as a lens for understanding how institutional webpages align with best practices and convey a richer understanding of digital campus climate. Findings illustrated the burden LGBTQ+ resource centers undertake as they work to serve their campus communities through intentional partnerships and institutional policies to support LGBTQ+ communities. Implications for research and practice reveal considerations for how colleges and universities may enhance their digital campus climate, as well as strategies for improving practice through purposeful applications of the Campus Pride Index and enhanced digital presence for college and university LGBTQ+ resource centers. [ABSTRACT FROM AUTHOR]

Over the last decade, there has been significant investment made by the UK higher education policy and funding community in embedding public engagement within British universities. While some public engagement is undertaken by university staff – often on a voluntary and unpaid basis – much is carried out by public engagement professionals (PEPs), typically from within professional services divisions. The following account, based upon a multi-site case study of institutional leadership for public engagement, adopts a Bourdieusian lens to consider the challenges faced by PEPs as 'non-academics' working within the UK's university sector as a prestige economy. It reveals their struggle to gain a professional parity of esteem with academics, and how the discrediting of their expertise by the latter forms a challenge to their leadership and thus their displacement within universities as highly stratified organisations. Ergo, we find the evanescing of public engagement as a formal institutional commitment. 20182011)t. [ABSTRACT FROM AUTHOR]

This study examined the motives underpinning involvement in community engagement by academics. The broader context of the study is the idea of universities as actors for and contributors to the public good, especially through community engagement. Engaging with communities is associated with the historical social mandate of universities, and is generally framed as a way through which universities participate in addressing pressing social, economic, and moral challenges that confront communities and society at large. However, as illustrated in this study, university-community engagement is also being framed in ways which, though not necessarily antithetical to the pursuit of the public good, treat it as an occasional, peripheral, 'add on' activity, geared towards advancing the private interests and benefits of academics. The study illustrates this framing and practice using a case study of community engagement in an African university. The study highlights transactional forms of community engagement, which are at odds with its transformative potential with respect to the public good. We argue that for university-community engagement to become an effective mechanism for advancing the public good, there is a need for universities, and individual academics, to rethink the undergirding principles and values of community engagement and put in place the requisite institutional support to drive community engagement as an institutionalised practice, towards genuine engagement with communities. [ABSTRACT FROM AUTHOR]

The author discusses the relationship between universities' roles in gentrification of urban areas and the place of campus security. He mentions the actions of the University of Virginia in developing Charlottesville, Virginia and Duke University in Durham, North Carolina, the role of gentrification in providing more security for the universities' campuses, and the sense of safety established by geography alone.

The article aims at investigating Italian academics' Public Engagement highlighting its two dimensions, namely "Local Community Engagement" (LCE) and "General Political Engagement" (GPE). It is based on the results of a national survey on academics' third mission activities carried out in the year 2015/2016 collecting information from a representative sample of 5,123 respondents working at 62 universities, with a response rate of 34.2%. In addition to detecting distinct dimensions of academics' Public Engagement, data analysis shows that Italian academics are much more involved in LCE activities than in GPE ones. Although both LCE and GPE are influenced by many common factors, such as academic rank, discipline and being involved in other third mission activities, they also display peculiar traits: LCE activities are more likely to involve academic women while GPE are more likely to be carried out by older academics; LCE activities appear to be context-dependent while GPE activities are not. Hence, the article offers a contribution to a better understanding of the different goals of Public Engagement activities and of their spatial dimension. [ABSTRACT FROM AUTHOR]

The article explores the influence of solidarity, compassion and humanization with students in teaching about peace and justice at a college department during the COVID-19 pandemic. It mentions the importance of the lived experiences of students to teachers at the department. Among the changes made by the teachers were the launch of new programs for local communities and reimagining the creation of curricula. Also noted is the importance of promoting social solidarity in teaching.

The expectation for extended library hours including 24 h access presents many questions about late night library users and the value of this service to the library and their corresponding institutions. Using data gathered about patrons who use the library after 11 pm and before 7 am, a study was conducted to discover who the library users were, what services and facilities they made use of, and what, if any, concerns they have regarding the late night library. The usage patterns provide evidence that that while more usage occurs during traditional hours, users who prefer late night do so consistently. The researchers found the late night library was serving patrons who were cross sections of university community with higher than average grade point averages and retention rates when compared to university averages. These figures can have a significant effect on institutional recruitment and retention presenting the library as an indispensable resource to the community. [ABSTRACT FROM AUTHOR]

Community engagement is central to the public and civic mission of a growing number of colleges and universities, and numerous faculty members are applying their expertise to issues of importance to local communities and the larger society. However, there have been few first-hand descriptions of the career paths of faculty who engage in community-engaged scholarship. Faced with the current traditional typology of faculty work—teaching, research, and service—junior faculty in particular are often advised to postpone their community engagement work until after they secure their foundation in research and teaching. The author is a tenured full professor who regards community-engaged scholarship as central to his work. Using an autoethnographic style, he reflects on the motivations, influences, and experiences that have informed his intentional efforts to integrate teaching, research, and service into his professional identity as a community-engaged scholar. His story is an invitation for present and future scholars to view their work through an engaged lens: specifically to think imaginatively about how engaging in pressing social issues and developing respectful and productive relationships with individuals and organizations at the local community level might improve and advance their scholarship. The author's reflections contribute to the theory and practice of community-engaged scholarship by addressing the tensions facing community-engaged scholars as they navigate faculty roles and rewards in higher education. [ABSTRACT FROM AUTHOR]

Higher education institutions are increasingly engaged with society but contemporary higher education teacher competence profiles do not include university-society oriented responsibilities of teachers. Consequently, comprehensive insights in university-society collaborative performance of higher education teachers are not available. This study empirically develops a teacher profile for an exemplary university-society oriented, multi-stakeholder learning environment and builds an argument for university-society collaborative additions to existing higher education teacher profiles. A showcase example of a new university-society collaborative, multi-stakeholder learning environment, the Regional Learning Environment (RLE), provides the context of analysis. Thirteen RLE establishments were included in the study. The study uses a descriptive qualitative design, triangulating data from RLE documents, teacher interviews and focus groups with teachers and managers on RLE teacher roles, tasks and competencies. The resulting RLE teacher profile comprises nine roles, nineteen tasks and 21 competencies. The new profile echoes scattered indications for teacher responsibilities as identified in previous studies on teaching and learning in university-society collaborative learning settings. The study argues that the role of broker, including boundary crossing competence, and the competency 'stimulating a collaborative learning attitude', might be added to existing higher education teacher competence profiles. Adding this university-society engaged perspective to existing teacher competence profiles will support higher education institutions in developing their university-society collaborative responsibilities and subsequent teacher professionalisation trajectories. [ABSTRACT FROM AUTHOR]

This essay describes how an honors classroom introduces public speaking and active listening to encourage heroism and social justice among students. Asserting that people often look for a hero in times of crises, the author suggests that honors programs can become safe places where students learn the skills necessary to advocate for those in need and demonstrably help their communities. By cultivating essential skills in rhetoric and oral presentation, honors students identify with heroic, altruistic aspects of themselves and others. [ABSTRACT FROM AUTHOR]

This study highlights the importance of cultural interactions between university and community through understanding the modern university's role in servicing its community. The study also confronts the challenges that universities face in creating cooperative partnerships with their communities. The university community activities at AlAin University have been tracked for five academic semesters to predict their pattern of development. It supports the data generated from a Likert-scale questionnaire with two open ended questions. The questionnaire explores the extent of faculty involvement with community via teaching, research and service. Results have been analyzed, then activities to improve this collaboration culture are recommended. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Research on Service-Learning & Community Engagement is the property of International Association for Research on Service - Learning & Community Engagement and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Service-learning and community engagement (SLCE) scholar–practitioners in higher education have shifted their focus to deeper engagement and more democratic practices. They have been paying closer attention to the need for engagement practices to be based on mutuality and a genuine commitment to the co-creation of knowledge. Increased attention to questions of relationships, power, and processes in SLCE has become particularly salient in investigations of student learning in community-based experiences. Articles in Volume 8, Issue 1 of the International Journal of Research on Service-Learning and Community Engagement (IJRSLCE) draw attention to research that reflects three lines of inquiry that, in essence, emphasize reciprocity in partnerships between higher education institutions and the wider community. The implication is that SLCE in higher education continually requires critical reflection on the extent to which partnerships and processes combine effectively to enhance student learning; build community capacity; and transform systems, individuals, organizations, communities, and higher education itself. [ABSTRACT FROM AUTHOR]

The authors discuss the use of historical geographic information systems (HGIS) in the teaching of local history. They mention the use of HGIS in the teaching of local history, the opportunity to engage with the community while participating in an active learning environment, and present three case studies of projects using HGIS for the benefit to the community.

University participation rates are significantly lower in low socioeconomic status (SES) areas in Australia. Specifically, rates differ between-schools and within-schools, where inequalities in opportunities to access university pathway programs exist. The aim of this study was to test whether academic encouragement supported students' school satisfaction and increased their desire for, expectation of and belief in the possibility of university study and whether differences were evident depending on pathway of study: the ATAR pathway versus a Year 12 access enabling pathway program called TLC110. A sample of 257 high school students (58% female) from 18 high schools, within a low-SES area of outer metropolitan Perth, Western Australia, were surveyed. Teacher encouragement was found to be positively associated with school satisfaction and, in turn, supported university desire, expectation and belief for ATAR students but not for TLC110 students. Qualitative data were collected (n = 9) to contextualise the inclusivity of TLC110 for high school students from low-SES backgrounds to support aspirations for university. [ABSTRACT FROM AUTHOR]

This article conceptualizes the mission of the REACH (Research on Equity in Action for Child Health) Center at Saint Louis University, a Catholic, Jesuit university's new initiative focused on building university/community partnerships to promote social innovation, health, and wellbeing in the local community. Below I review the history of conceptualizing Jesuit university mission since the historic Land O'Lakes meeting of 1967, discuss why university mission is seen as important for this center, offer a conceptual framework to guide how this research center creates and maintains university/community partnerships, and discuss implications for social work research endeavors in faith-and mission-rich contexts. [ABSTRACT FROM AUTHOR]

This article presents the life histories of two "nontraditional" college students—Demetrius and Christine—as a means to explore the concept of "outsiderness" and its impact on undergraduate student success. Through multiple interviews and observations conducted over the course of a full year, the article first outlines the life circumstances that compelled both students to leave formal education during adolescence. Then, the article details how Demetrius and Christine managed to return to college despite formidable personal and financial challenges. Although both students demonstrate tremendous promise in their college-level coursework, they are wary of their own college readiness, primarily due to their "nontraditional" educational trajectories and a lack of clarity about instructors' expectations. Hence, the article concludes by considering the forms of support that might help similar nontraditional students succeed in first-year coursework, and eventually graduate from college. [ABSTRACT FROM AUTHOR]

Abstract Background Acquiring more complex coping strategies despite a history of childhood adversity may transpire in settings outside the family home. Objectives The objectives of this cross-sectional study included investigating coping strategies under stressful situations in a non-clinical sample of active athletes and performing artists. Participants and Setting: In this community and university sample (n = 577), 40.4% had no ACEs, 43.4% had 1–3 ACEs, and 16.3% had ≥4 ACEs. Methods A series of multivariate analyses (gender and age included as covariates) were conducted to examine differences between the three ACE groups. Results Results indicated no between-subject differences between the three ACE groups for flow-like experiences during preferred activities, although gender differences were significant (p <.001). Individuals in the ≥4 ACEs group endorsed more intense creative experiences compared to the no-ACE and 1–3 ACEs groups (p =.006, η 2 =.048); however, in the third MANCOVA they had heightened anxiety, internalized shame, dissociative processing, emotion-oriented coping, and cumulative trauma (p <.001, η 2 =.132). There were no group differences for task-oriented and avoidant-oriented coping, a finding that highlights the ability of active individuals to engage in effective coping strategies under stressful situations. Conclusion Regardless of past childhood adversity history, this non-clinical high achieving sample was able to engage in a range of coping strategies under stress. [ABSTRACT FROM AUTHOR]

Universities often look to create deep partnerships with nonprofit organizations in their local communities. These collaborations serve the combined purpose of providing opportunities for research and education around the nonprofit setting and of enhancing community capacity. This case presents the successful partnership of the United Way of Massachusetts Bay and Merrimack Valley and the Boston College School of Social Work. The collaboration, called IF: Innovating With Families, was based in a co-located space within the United Way offices and developed a multifaceted approach of supporting research, teaching, and practice. Activities included student internships, a nonprofit innovation leadership series, a community innovation competition, a nonprofit accelerator, and several research projects. This case study, appropriate for students who are preparing to work in the nonprofit sector and for faculty and practitioners who are looking to build successful university--community partnerships, presents best practices and recommendations from this experience. Implications for practice and the classroom are discussed. [ABSTRACT FROM AUTHOR]

Research Findings: Bug-in-ear coaching implemented under highly controlled situations has a promising research base. Yet few researchers have examined its effects when implemented within less controlled environments using authentic professional development conditions. The purpose of this study was to examine the implementation and effects of bug-in-ear coaching when staff from a community organization served as community coaches for early childhood educators. We found that community coaches implemented bug-in-ear methods, but additional supports may be necessary to increase the intensity and quality of feedback provided. Effects of the intervention were observed for 1 of the 6 targeted outcomes for educators. However, effects did not translate to children's communication outcomes. Practice or Policy: Bug-in-ear coaching is 1 method of providing early childhood educators with performance-based feedback. One benefit is that while community coaches observe educators live, they provide feedback that educators can immediately use to improve practice. However, bug-in-ear coaching poses challenges with respect to reviewing goals and reflecting on one's performance. Community coaches and educators should systematically plan for reflection so that educators can create new implementation goals to improve their practice. Changing educator practice is a complex endeavor, but bug-in-ear coaching is a promising tool for doing so in a supportive manner. [ABSTRACT FROM AUTHOR]

The author of this article reflects on the issues of justice, democracy, and numeracy. As one who has taught statistics in a community college for over 12 years, spent 28 years as a Marketing Consultant, and holds a PhD in political science, the author's thesis is that while an advanced, democratic society can only be just with a numerate citizenry, fostering numeracy is not easy. In this article the author describes the daunting tasks of trying to define what justice is and reviews activities from his statistics class that help students develop their numeracy. [ABSTRACT FROM AUTHOR]

The article presents the views of four Fellows from The Center for the Study of Democratic Institutions concerning the question of how university administrators should respond to radical activism among college students in the United States. Robert M. Hutchins offers a historical perspective on radicalism at universities for the period of 1930 to 1950. John R. Seeley mentions the legitimacy of being a non-violent, radical student activist and a credibility gap in higher education. Neil H. Jacoby focuses on the philosophical posture of graduate business students and the causes of radical activism. Stringfellow Barr refers to student riots, the Middle Ages, and an analogy for community and college--Town and Gown.

Using the North-West University (NWU) as a case study, this article argues for and demonstrates the value of empirically assessing the impact of universities on their communities. A cross-sectional survey design (n = 984) was used to investigate the NWUs impact on three different communities, as well as to empirically assess the needs of these communities. Results suggest that community-based projects and services, work-integrated learning activities, and, to a lesser extent, the quantity and quality of a university's graduate students, as well as initiatives such as science and engineering weeks, open days, sports weeks, and botanical gardens likely represent the most powerful and viable avenues for universities to achieve impact in their communities, especially when such endeavours are specifically tailored to community needs. The findings also suggest that universities’ outputs do not necessarily equate with or guarantee impact, and that impact is optimised when outreach activities are based on the actual needs of communities. [ABSTRACT FROM AUTHOR]

To address the tension between public education norms and the lived experiences of racially marginalized students, this study examines how Brother to Sister (BTS), a community group, promotes sense of belonging and college access among Black high school students using the school as a primary dialogical space. Specifically, through qualitative assessment, this study interprets the pedagogy of Brother to Sister through narrative accounts of how the organization functioned in the lives of its members. As experienced by participants, BTS enacts culturally centered pedagogy and African-centered education to promote personal development and community enrichment outcomes. [ABSTRACT FROM AUTHOR]

By using a proposed model of a Social Profit & Loss (SP&L) account, this exploratory undertaking shows how investing in livelihood projects could redound to a net benefit for the College of Commerce of a Philippine comprehensive university. The net benefit is computed by comparing monetized public benefits accruing to the partner communities with the actual direct costs per records and with the indirect costs of giving incentives and rewards to student participants. Analysis of four out of six livelihood projects implemented by student organizations in the academic year 2015-2016 shows that only two yield meaningful positive results. This implies that only two projects are sustainable and future advantages are expected to accrue continuously to the residents of the communities without the need for further investments on the part of the sponsors or project proponents. Further, in a broader sense, results of the study will provide a springboard to the rising demand for a useful tool that can be employed to assist organizations in their social sustainability reporting. [ABSTRACT FROM AUTHOR]

In this article, we draw on open-text responses taken from an online attitudinal survey provided by public engagement (PE) professional service staff working across universities in the United Kingdom (UK). These are individuals employed to support and sometimes lead academic staff, principally research active academics, in PE activities. Their responses provide an insight into the current and future status of PE in UK higher education (HE) and shed light on the working lives of PE support staff and the various ‘professional’ and organizational challenges they face in attempting to embed and ameliorate PE activity within UK universities. More significantly, these accounts intimate the contraction and homogenization of the university mission, where the efficacy attributed to and investment made in PE is only guaranteed, when it is perceived as an undertaking that supports and ameliorates institutional competitiveness. [ABSTRACT FROM AUTHOR]

The emotional dynamics for community members involved in university-community partnerships remain untheorized and often unrecognized. This article explores the fear minoritized high school students expressed about working with college composition students, offering suggestions for how composition teachers can use the strategies of personalismo, affirmation, rigor, and role fluidity to create more responsive community partnerships. Grounded in insights from community partners, the study suggests that knowledge making might change in communitybased pedagogies if dominant epistemologies can shift to understand community members as producers of knowledge. [ABSTRACT FROM AUTHOR]

There has been an increasing interest within the academic literature on the role played by Higher Education Institutions in the social and economic development of their communities. The Australia Government has recently released its National Science and Innovation Agenda (NISA) which is designed to incentivise university-community research partnerships. In this article, the identified lack of Australian university-community engagement will be problematised through the experience of academics who undertook such an engagement in a regional university setting. A completed research project is used as a lens through which institutional factors impacting on collaborative projects between universities and their communities are identified. The difficulties of university-community engagement are unpacked and problematised so that the various forces contributing to the shortage of university-community partnerships can be better identified and understood. The unitary manner in which university-community research is to be reported under NISA is highlighted as a key barrier to regional research partnerships. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to investigate the construct of online public engagement by identifying the modalities universities use to give visibility to their approach on institutional websites.Design/methodology/approach An exploratory factor analysis outlined the principle dimensions that explain online public engagement starting from the analysis of a sample of American and English universities. To finish, a t-test shows the differences in the approaches to online public engagement in the sample universities.Findings The results of this analysis show that the construct of public engagement used for online communication has been investigated through three dimensions and that the American and English universities have different approaches in its declination.Research limitations/implications The analysis was conducted on a sample of American and English universities; however the study underlines the fact that the traditional approaches to public engagement can assume different connotations for online communication.Practical implications Coherent organization of the online communication of public engagement activities can reinforce the perception of the university in the eyes of both internal and external stakeholders. For this reason, research offers interesting input for evaluating which kind of strategy should be adopted for online public engagement in line with the desired positioning and as defined by the governing bodies of the university institutions. However, the universities still need to institutionalize public engagement.Originality/value This work constitutes the first attempt to investigate public engagement in the university context through the web, using quantitative methodologies in order to highlight the different strategic orientations and operative declinations. [ABSTRACT FROM AUTHOR]

This article challenges the notion of underachievement of Latino male collegians by examining those who successfully enter higher education. Using in-depth interviews, we analyze the way three different institutional types contribute to the racial/ethnic identity salience of Latinos, looking specifically at the curricular and co-curricular structures available at a Hispanic Serving Institution (HSI) and emerging HSI in comparison with non-HSIs. Findings reveal differences in identity salience based on the college context. [ABSTRACT FROM AUTHOR]

Experiential education techniques are increasingly being used as a method of training graduate students to research nonprofit organizations. However, little research focuses on lessons learned from experiential education programs that fail. This paper presents the case of a doctoral-level community development research practicum that aimed to evaluate a local microenterprise program in a distressed city. Although the project was discontinued, lessons pertaining to community-level and institutional challenges were learned. These lessons speak to literature on the challenges that may arise in the use of experiential education in nonprofit education initiatives. This research concludes that faculty members implementing experiential education courses work with offices that focus on experiential education to assess their feasibility before designing or implementing them. [ABSTRACT FROM AUTHOR]

This article examines the relationships between Ohio State University and the surrounding urban University District neighborhoods in Columbus, Ohio, between 1920–2015. A mythic chronology of "rise and fall" marks university and community memory and conversations about the district, past and present. Interrogating the demographic, architectural, and historic underpinnings of this contested chronology, I explore the differences between Ohio State's discourse and neighborhood activists' and residents' conceptions of neighborhood change and various aspects of a golden-age myth. In particular, I focus upon the interplay between demography, imagery, and memory or between population changes, architectural changes, and various actors' perceptions and memories of such changes. Significant moments in the twentieth-century interactions between the neighborhoods and the university, especially contested urban renewal, suggest a complex set of relationships between a large urban land-grant institution and its neighboring urban area. [ABSTRACT FROM AUTHOR]

Powerful monoglossic ideologies in Tanzania have resulted in the pitting of Kiswahili and English in antagonistic opposition to each other, and the muting of the 130+ local languages in educational spaces. Cheche Community Library in northern Tanzania explores community-driven alternatives to rigid either/or discourses of language education by creating a translanguaging space which celebrates and expands children's diverse linguistic resources. This paper details a critical action research study examining the impact of various multilingual pedagogies on power relations, literacy engagement and identity negotiation. These multilingual pedagogies include writing, reading, storytelling, singing, reading aloud, and games, all of which encourage translanguaging, with a focus on Maa (Maasai language), Kiswahili and English. The study's participants were a combination of Maa-dominant and Kiswahili-dominant multilingual children. The findings show how specific uses of translanguaging destabilised entrenched power hierarchies between different languages and their speakers, and opened up space for all learners to position themselves with agency. Translanguaging practices also enriched literacy engagement and facilitated the affirmation and negotiation of participants' polyphonic identities. This paper appeals for translanguaging to be embraced in mainstream schooling, and calls for the continuing development of translanguaging theory and educational models which speak directly to African realities. [ABSTRACT FROM AUTHOR]

Family violence in Indigenous communities is one of the most pressing policy challenges of our time. This issue is highly related to stressors caused by the disadvantaged socio-economic circumstances of Indigenous peoples, such as poverty and unemployment, and community trauma attributed to colonization and loss of culture. This article is a case study based on evaluations of four community-university engagement initiatives for Indigenous children, youth, and their families at a small inner-city university. It documents six principles for policy development used to engage students in their education and to encourage them to begin to perceive themselves as high school and post-secondary graduates. These programs are just a few examples of how a small inner-city university took an imaginative community development approach to promoting social change, with each program tantamount to an antiviolence strategy. [ABSTRACT FROM AUTHOR]

The University of South Carolina String Project (USCSP), model site for over thirty community-university partnerships in the United States, offers a unique amalgam of community music and music teacher education. Community partners participate as music makers taught by university students within a teacher education program. The researcher implemented a 14-month intrinsic case study of the USCSP to understand how each group of USCSP participants - the university undergraduates, the community, the faculty and institution - experienced their engagement in the community-university partnership. This article explores the multidimensional experience of community participation in the USCSP as a dynamic community of practice. Dominant themes related to motivation include access and affordability, homeschooling and family musicking; the learning experience; and enjoyment linked to musical challenge and transcendence. [ABSTRACT FROM AUTHOR]

Because of the size and complexity of higher education in India, there are a multitude of strategies for addressing financial partnerships and trends. India, as the world's largest democracy and a country with a recent colonial history struggles with the pressures of tradition on one hand and outside influence on the other. It is not possible to address all of the issues and strategies in one paper. Accordingly, this paper discusses three issues that relate to the funding of higher education in India: neoliberal economics, business/government relationships, and philanthrocapitalism and their impact on the formation of private universities in satisfying the need for increased participation in higher education in India. [ABSTRACT FROM AUTHOR]

Young people in low socioeconomic (SES) regions, including regional and rural areas of Australia, aspire to attend university after high school at a comparable rate to young people in higher SES regions. However, without concrete opportunities to support and develop their aspirations, students in regional areas are unable to internalize the goals of a university education. Therefore, university participation rates are lower for regional than metropolitan students. This study examines the roles of aspiration and expectation to attend university for regional and metropolitan high school students living in a low-SES region of Western Australia, where a fouryear university aspiration project was implemented. Specifically, the directionality of the development of university desire and expectation is tested using data collected over 18 months within a cross-lagged modeling framework. Differences within the region are explored using multiple group analysis, comparing the model of a regional sample with the model of propensityscore matched metropolitan sample. The results demonstrate that for metropolitan students within the region, higher early university desire feeds higher university expectations, which, in turn, crystalise subsequent university desires. For regional students, however, the cross-lagged effects were not demonstrated, suggesting other neighbourhood factors, beyond familiarity with university pathways, remain for when low-SES students live further from a major city. These findings suggest that within the same low-SES region, there is variation in how the culture and neighborhood factors interact to determine the efficacy of university participation widening programs. Addressing logistic factors that restrict access to university may further reduce the participation gap. [ABSTRACT FROM AUTHOR]