Berg, M., P.H.D., Greco, M., A.I.C.P., Khumawala, P., & Menich, S. (2023). Cultivating University and Community Partnerships. PM.Public Management, 105(6), 22-27. Retrieved from http://ulib.iupui.edu/cgi-bin/proxy.pl?url=http://search.proquest.com/trade-journals/cultivating-university-community-partnerships/docview/2845108443/se-2 Links to an external site. 

This article discusses how big universities partner with their community for mutual benefit. Communities benefit from the help of universities, by receiving help for any issue through younger generations. Meanwhile the university students receive real world experiences from the partnerships. The article discusses real partnerships and how they have been successful. One university created a program called SURE, which students could sign up for; the course included lessons on accounting, marketing, personal finance, and other relevant topics. The University of Minnesota partnered with UMN Crookston to raise attention to the rising need of rural professionals. The university completed this task by creating cohorts to learn how the state could face the workforce shortage. A certificate program was created for these cohorts where a scholarship that covers 75% of the cohort’s tuition will be provided. Projects are matched in three ways. The first, a four-credit course with an experiential-learning opportunity. Second, students complete an (independent) study or field experience, applied practice, or a capstone. Third, a group of students complete the project for credit under the supervision of a professor. Some of the parks have even adapted elements from student-designs into their own parks such as planning, programming, and maintenance.

 

Blatt-Gross, C. (2023). Short- and Long-Term Outcomes of Community-Based Art Education among Students in Higher Education. Education Sciences, 13(2), 166. https://doi.org/10.3390/educsci13020166Links to an external site. 

Using evidence from a longitude study, it shows how students benefit within the long and short-term. It shows how students relate to the community more and feel they have achieved more personally, but there would only be benefits if the student participated fully. 

 

Dhanoa, Vaishali, et al. (2022). "A process model for dashboard onboarding." Computer Graphics Forum, vol. 41, no. 3, June.2022, EBSCOhost, https://doi.org/https://web-p-ebscohost-com.proxy.ulib.uits.iu.edu/ehost/detail/detail?vid=5&sid=acc31146-60bd-4c6f-ba65-eadb53685c77%40redis&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=158260536&db=a9h.

The Process Model for Dashboard Onboarding offers a visual representation of unifying various onboarding strategies. This model looks at onboarding from a dynamic lens and encourages the implementation of interactive options in onboarding programs. Users receiving a personalized onboarding experience promotes increased user understanding of onboarding material. Several factors must be considered when developing an effective onboarding program - the credibility of the presenter, medium of informational material, user interaction, and the kind of language used. 

 

Ellaway, Rachel, et al. (2013). "Twelve tips for designing and running longitudinal integrated clerkships." Medical Teacher, vol. 35, no. 12, Dec., 2022, EBSCOhost, https://doi.org/https://web-s-ebscohost-com.proxy.ulib.uits.iu.edu/ehost/detail/detail?vid=18&sid=27325bbd-3e56-4632-963a-f33f8ca5f765%40redis&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=92016345&db=a9h.

This article discusses the challenges associated with longitudinal integrated clerkships and offers tips for mitigating these challenges. Questions are raised that offer varying perspectives - such as the question of support for program faculty, explaining the clerkships to faculty and students, integration of the longitudinal integrated clerkships into the rest of the curriculum, and measuring program success. 

 

Eversole, O., & Bartley, C. (2023).Community schools in wisconsin: Guidebook. A resource for starting and improving community schools Board of Regents of the University of Wisconsin System, University of Wisconsin-Madison, Research and Sponsored Programs, 21 North Park Street Suite 6401, Madison, WI 53715. Retrieved from http://ulib.iupui.edu/cgi-bin/proxy.pl?url=http://search.proquest.com/encyclopedias-reference-works/community-schools-wisconsin-guidebook-resource/docview/2821949731/se-2.

This article is a handbook for community-engaged schools. There is a six-pillar model for community schools which include: strong and proven culturally relevant curriculum, high quality teaching and learning, inclusive leadership; positive behavior practices; family and community partnerships; coordinated and integrated wraparound support. The new programs should be held up to different standards and rules. These schools should have collaborative leadership, planning, coordinating infrastructure, student-centered data, continuous improvement, and sustainability. The partnership between university and community should meet 75% engagement in each stakeholder group.

 

Farner, J., Rich, J., & Meiser, D. (2023). High-Impact Experiential Learning Opportunities through Global Community Engaged Learning. The International Journal of Interdisciplinary Global Studies, 18(1), 1-18. https://doi.org/10.18848/2324-755X/CGP/v18i01/1-18 

There is different ways of engaged learning. This article gives a summary of the different opportunities that are given through engaged learning. It goes through the benefits of engaged learning such as having better working students. The article essentially goes through how to get the most out of engaged learning. Such as active experimentation, Concrete experience, reflective observation, and abstract conceptualization. 

 

Fester, J. (2023, August 30). 3 Ways the national park service can support PBL. edutopia. Retrieved September 27, 2023, from https://www.edutopia.org/article/how-national-parks-support-pbl

There are 3 benefits to high quality based engaged learning with national park service. This website starts with how they can use projects to connect students to the environment. Also about maintaining a voice in a group project. Save teachers from having to manage every part of the project. Also since it is important for students to see progress, and Public based learning with a national park service allows wide visibility so students can see impact.

 

Goggins, J., & Hajdukiewicz, M. (2022). The Role of Community-Engaged Learning in Engineering Education for Sustainable Development. Sustainability, 14(13), 8208. https://doi.org/10.3390/su14138208Links to an external site. 

The source talks about how students were positively influenced for having many interactions with the community as they do projects. It brings an approach to not only bring a way for students to learn as they interact with the community and to gain experience for their chosen career, but also to strengthen the bonds of schools and businesses. 

 

Gorski, I., & Mehta, K. (2015). Engaging Faculty across the Community Engagement    Continuum. Missouri State University.

Faculty are driven by career track, access to resources, control of teaching and research, and interest and preparation for community engagement classes. It is important to keep the faculty’s needs in mind. When considering faculty to be a part of these community-engaged courses it is important to ask: “Will their faculty appointment lend itself to community engagement work? Do the faculty member’s research and teaching interests align with community engagement objectives? Are faculty rewarded in the tenure and promotion process for community engagement work? Also, a faculty member's position directly influences their ability to have a community-engaged class in the curriculum; some faculty have higher amounts of work. Faculty members are often not rewarded, members that collaborate should be rewarded such as promotions. Faculty focus on the funding of such engagement programs and often avoid poorly funded programs and prefer programs where they are given more control of what they teach. If faculty must travel out of their classroom it may quickly become a transportation issue.

 

Jenkins, D., Lahr, H., & Fink, J. (2022). “Rethinking community colleges to serve 21st‐century students and communities: Lessons from research on guided pathways”. New Directions for Community Colleges, 2022(197), 107–120. EBSCOhost, https://doi-org.proxy.ulib.uits.iu.edu/10.1002/cc.20501

Implementing “meta-majors” into the college curriculum could guide students in the major decision-making process. Additionally, the redesign of college curriculum and the onboarding process could help the retention of community college students. 

 

Kay, J., Ferns, S., Leoni, R., Smith, J., & Winchester-Seeto, T. (2019). The emerging future: Innovative models of work-integrated learning. International Journal of Work - Integrated Learning, 20(4), 401-413. http://ulib.iupui.edu/cgi-bin/proxy.pl?url=http://search.proquest.com/scholarly-journals/emerging-future-innovative-models-work-integrated/docview/2331556231/se-2 

Gives a model on how work-learning could be integrated for efficiency within Australia. The model explains how to have students learn, while still being able to also learn about industry and help there as well. 

 

Leidig, Paul A., and William C. Oakes. (2021). "Model for Project-Based Community Engagement." International Journal for Service Learning in Engineering, vol. 16, no. 2, 2022. EBSCOhost, https://doi.org/https://web-s-ebscohost-com.proxy.ulib.uits.iu.edu/ehost/detail/detail?vid=17&sid=27325bbd-3e56-4632-963a-f33f8ca5f765%40redis&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=156830741&db=a9h.

The macroscopic perspective is beneficial for the creation, organization, and implementation of project-based community engagement activities at a university level. While there are several preexisting models used to frame “service-learning programs”, the macroscopic perspective-based model provides flexibility in its applications. Considering relationships with stakeholders using a perspective of receptivity can aid us in understanding crucial aspects of stakeholder participation in project-based community engagement.

 

Rhinehart, Russel. "Best Practices for Collaboration between Industry and Academe."  ISA's Flagship Publications, October 2022.https://www.isa.org/intech-home/2022/october-2022/features/best-practices-for-collaboration-between-industry 

Gives research and examples of long-term collaborations between specific companies and different schools. There was also a survey to find out what is missing in academia for the workplace. Also, about what companies can gain from having these collaborations with the schools. 

 

Smeltzer, S., Pieber, D. A., & Brooks, M. (2021). Experiential learning in the Canadian communications landscape. Canadian Journal of Communication, 46(3), 461-482. doi:https://doi.org/10.22230/cjc.202iv46n3a4011 Links to an external site.

This online resource analyzes experiential learning through 36 communication studies in Canada. It talks about short term and long term partnerships. In response to pressure Canada has developed a framework to have engaged learning into their courses. There are also surveying from websites of any university that has a communication program. This will help with what models that can shape what where aiming for.

 

Suiter, S. V., Thurber, A., & Sullivan, C. (2016). A Co-Learning Model for Community-Engaged Program Evaluation. Progress in community health partnerships : research, education, and action, 10(4), 551–558. https://doi.org/10.1353/cpr.2016.0063 

To understand how a community engagement program can be implemented into IUPUIs class mode, first it is important to note how a functioning one works. If students are to sign up or show interest in a program like this with the parks, then there needs to be benefits, and preparedness. This model goes into detail about how the project could work and how students would choose to participate. It even goes on more about pedagogy and design of said course. 

 

Whitmore, C. B. (2023). Teaching Evaluation Through Community-Engaged Learning Courses. American Journal of Evaluation, 44(2), 270-281. https://doi.org/10.1177/10982140221100448

The focus of these community-engagement classes should be educating students on the program itself. Students should be comfortable with the matter the classes discuss, and with who the client is within the partnership. They should be informed on what they are doing and how they are making a difference in real time.