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Civic Engagement

Teaching and Learning for Social Justice and Equity in Higher Education

Parson, L., and Ozaki, C. (2020)
London, United Kingdom: Palgrave Macmillan

This book is the first of three edited volumes designed to reconceptualize teaching and learning in higher education through a critical lens, with this inaugural publication focusing on the fundamentals behind the experience. Chapter authors explore recent research on the cognitive science behind teaching and learning, dispel myths on the process, and provide updates to the application of traditional learning theories within the modern, diverse university. Through reviews of fundamental theories of teaching and learning, together with specific classroom practices, this volume applies social justice principles that have been traditionally seen as belonging to K-12 or adult education to higher education.

Community Partner Guide to Campus Collaborations

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Cress, C.M., Stokamer, S.T., and Kaufman, J.P. (2015)
Sterling, Virginia: Stylus Publishing

Recognizing both the possibilities and the pitfalls of community-campus collaborations, this book demystifies the often confusing terminology of education, explains how to locate the right individuals on campus, and addresses issues of mission, expectations for roles, tasks, training, supervision, and evaluation that can be fraught with miscommunication and misunderstanding. Most importantly, it also provides a model for achieving full reciprocity in what can be an unbalanced relationship between community and campus partners so that all stakeholders can derive the maximum benefit from their collaboration.

Assessing Service-Learning and Civic Engagement: Principles and Techniques, 2nd Edition

Gelmon, S.B., Holland, B.A., and Spring, A. (2018)
Sterling, Virginia: Campus Compact

This book offers a broad overview of many issues related to assessment in higher education, with specific application for understanding the impact of service-learning and civic engagement initiatives. This revised edition includes an additional chapter that explores recent changes in the assessment landscape and offers examples and resources for designing assessment strategies for community engagement in higher education. This volume will be helpful for individuals seeking a comprehensive resource on assessment issues in higher education.

Democracy and Civic Engagement: A guide for higher education

American Democracy Project. (2004)
Washington, D.C.: American Association of State Colleges and Universities

This monograph has come out of a Wingspread meeting, held in June 2004, attended by 40 university leaders as well as scholars of civic engagement. It is intended to help senior university leaders move their institutions forward on a path toward an institution-wide vision of student civic engagement.

Advancing a Civic Engagement Agenda

Bentley, C., Dunfee, R., Olsen, B. (2009)
Washington, D.C.: American Association of State Colleges and Universities

This guide draws its inspiration, and much of its practical advice, from campus coordinators of the American Democracy Project (ADP), a civic engagement initiative that began in 2003 as a partnership of the American Association of State Colleges and Universities (AASCU) and The New York Times. The goal of this monograph is to develop a broader, deeper commitment to civic engagement in American higher education. The monograph focuses on issues such as defining and marketing programs, assembling a project plan, funding the programs, developing and writing successful grant proposals, and managing and implementing resources and grants.

Becoming a Steward of Place: Four Areas of Institutional Focus

Domagal-Goldman, J., Dunfee, R., Jackson, A., Stearns, P. & Westerhof, J.M. (2014)
Washington, D.C.: American Association of State Colleges and Universities (AASCU)

The monograph, a follow-up to AASCU’s 2002 effort, Stepping Forward as Stewards of Place, explores four key areas of stewardship at state colleges and universities: civic engagement, P-12 schools, community and economic development, and internationalization. As this monograph stresses, institutional work with community is not unidirectional. It explores the collaborative nature of stewardship, and points out that institutional success is inextricably linked to the success of communities—and that communities are the living classrooms and laboratories where students and faculty learn.

New Directions in Civic Engagement: University Avenue Meets Main Street

Ferraiolo, Kathleen (2004)
Charlottesville, Virginia: Pew Partnership for Civic Change.

In this edited monograph, nearly twenty distinguished leaders in the fields of higher education and community development share their insights about how and why higher education must take a more active, engaged role in local communities. One of the major purposes of this monograph is to help both higher education stakeholders and community practitioners to envision and experience the fruits of collaboration.

Lessons Learned on the Road to Student Civic Engagement

Germond, T., Love, E., Moran, L., Moses, S., Raill, S. (2006)
Providence, Rhode Island: Campus Compact

This volume reflects on three years of success in mobilizing students at the campus, state, and national level during Campus Compact’s Raise Your Voice (RYV) student civic engagement campaign. Written by RYV student leaders, Lessons Learned includes a frank discussion of barriers to engagement and how to overcome them, including ways to collaborate, cut through bureaucracy, and mobilize students; a new working definition of civic engagement; a look at the role of higher education in fostering civic engagement and preparing students for public life; and ideas for how to begin the process of building an active, civically engaged campus.

The Stories and Lessons from Campus/Community Collaborations

Gray, C., Heffernan, J., Norton, M. Partnerships that Work
Grantham, Pennsylvania: Pennsylvania Campus Compact

It describes the $1.5 million three-year project conducted by the New York and the Pennsylvania Campus Compacts, funded by Learn and Serve America—Higher Education, entitled “Building on Our Strengths.”

Through subgrants to 16 projects, over 70 campuses and their community partners received grants to establish and expand service-learning via networks among regional partners or within academic disciplines. Valuable lessons about campus/community partnerships, the development of loosely-coupled networks, and the many variations of community-based education, civic engagement and service-learning emerged across a range of institutional types. The lessons learned should be useful to institutional leaders and policy-makers as well as to faculty and staff involved in the public mission of higher education.

Service-Learning Essentials. Questions, Answers, and Lessons Learned

Jacoby, B. (2015)
San Francisco, California: John Wiley & Sons

Service-Learning Essentials is the resource you need to help you develop high-quality service-learning experiences for college students. Written by one of the field's leading experts and sponsored by Campus Compact, the book is the definitive work on this high-impact educational practice. Service learning has been identified by the Association of American Colleges and Universities as having been widely tested and shown to be beneficial to college students from a wide variety of backgrounds.

The Promise of Partnerships. Tapping into the College as a Community Asset

Scheibel, J. Bowley, E.M. & Jones, S. (2005)
Providence, Rhode Island: Campus Compact

This hands-on resource offers community organizations practical guidance in establishing and sustaining effective partnerships with higher education. It was written with input from community organizations and colleges from across the country that have forged successful partnerships with each other. You’ll find valuable information on: using the local college or university to reach your organization’s goals; the ins and outs of working with college students and faculty; how to make contact at your local college; sustaining the partnership over the long haul.

Students as Colleagues: Expanding the Circle of Service-Learning Leadership

Zlotkowski, E., Longo, N.V., Williams, J. (Eds.). (2006)
Providence, Rhode Island: Campus Compact

This seminal volume takes service-learning to a new level by demonstrating how it can meet academic and community goals while developing student leaders in the process. Filled with student voice, including student co-authors, Students as Colleagues highlights ways to create opportunities for students to take on real leadership roles in connecting their studies with community changes. Sections on identifying and recruiting student leaders, training (including peer monitoring), using students as staff, student-faculty partnerships, and students as academic entrepreneurs offer numerous models and best practices from institutions across the country.

The Elective Carnegie Community Engagement Classification

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John Saltmarsh & Mathew Johnson, Editors (2018)
Campus Compact Publications

The Carnegie Engagement Classification is designed to be a form of evidence-based documentation that a campus meets the criteria to be recognized as a community engaged institution. Editors John Saltmarsh and Mathew B. Johnson use their extensive experience working with the Carnegie Engagement Classification to offer a collection of resources for institutions that are interested in making a first-time or reclassification application for this recognition. Contributors offer insight on approaches to collecting the materials needed for an application and strategies for creating a complete and successful application. Chapters include detailed descriptions of what happened on campuses that succeeded in their application attempts and even reflection from a campus that failed on their first application. Readers can make use of worksheets at the end of each chapter to organize their own classification efforts.

Leadership

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Tracy, B. (2014). Leadership. New York, NY: American Management Association.

Throughout your life, you've always recognized "it" when you saw it--that indescribable, appealing quality that tells you loud and clear this person is a leader, someone you should trust, follow, and learn from. And you've always told yourself, if only you had that "it factor" inside you that could inspire, motivate, and lead others in the same way. Well, you do . . . and you can! Nobody--not even the greatest you have ever seen--comes into the world a natural leader. Success expert Brian Tracy has spent years studying the world's greatest leaders and believes that everyone has it inside them to:* Inspire trust, confidence, and loyalty* Instill a sense of meaning and purpose in your organization* Tap into the motivation and enthusiasm that compels others to commit to your vision * Clearly communicate goals and strategies and gain buy-in* Build winning teams* Elicit extraordinary performance from ordinary people .*

Leadership: Power and Consequences

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Ogulnick, Sy. Morgan James Publishing. 2005

Advice for leaders in every arena of life on facilitating problem solving, creativity, innovation, and a sense of mutual ownership. The answer to resolving a problem in any relationship is likely found where the power is located. Who are the true leaders, what are their expectations, and how well do they communicate with those they lead? And, how well and candidly do those significant to the leader communicate back? This is where trust, safety and respect play a huge role in how the relationship plays out and either grows, mutually, or is destructive, mutually. 

Black Maternal Health Resource (PDF)

Action Research Journal 

Oregon Health & Sciences University 

Action Research is an esteemed international, interdisciplinary, peer-reviewed journal that publishes quarterly. Serving as a critical forum for advancing the theory and practice of action research, the journal features high-quality articles that include detailed accounts of action research projects, philosophical and methodological explorations of action research, and discussions on the standards of quality in action research practice. As a member of the Committee on Publication Ethics (COPE), the journal upholds the highest ethical standards in publication. 

Change: The Magazine of Higher Learning 

Philadelphia 

Change is a magazine focused on contemporary issues in higher education, designed to stimulate and inform reflective practitioners in colleges, universities, corporations, government, and other sectors. Unlike an academic journal, Change employs a magazine format to highlight trends, offer new insights and ideas, and analyze the implications of educational programs, policies, and practices. In recent years, it has featured articles on innovative institutions and individuals, the latest theories on teaching and learning, technology, curriculum development, higher education financing and management, for-profit and entrepreneurial education, faculty issues, evolving student needs, the undergraduate experience, administrative practices, governance, public policy, accountability, and the societal role of higher education. Change is sponsored by the University of Pennsylvania’s Graduate School of Education, the Teagle Foundation, and the Kresge Foundation, with additional support from the State Higher Education Executive Officers (SHEEO) and the Council on Higher Education Accreditation (CHEA). 

Education, Citizenship and Social Justice 

SAGE Journals 

Education, Citizenship and Social Justice offers a strategic forum for international and multidisciplinary dialogue, targeting academic educators and educational policymakers. The journal is dedicated to exploring the meanings and forms of citizenship and social justice as they manifest within educational institutions. Through this platform, contributors and readers engage in discussions that shape and influence the understanding and implementation of these critical concepts throughout the educational experience. 

eJournal of Public Affairs 

Missouri State University 

The eJournal of Public Affairs is a peer-reviewed, multidisciplinary, open-access journal published by Missouri State University in affiliation with the American Democracy Project. This journal provides an academically rigorous, nationally refereed platform dedicated to advancing the status of public scholarship. It focuses on scholarship related to engagement in the public arena, aiming to foster dialogue and research that contribute to the understanding and practice of public engagement. 

Interdisciplinary Journal of Partnership Studies 

University of Minnesota 

The Interdisciplinary Journal of Partnership Studies (IJPS) disseminates scholarship and fosters connections aimed at cultural transformation. The journal's mission is to build a world where all relationships, institutions, policies, and organizations are grounded in the principles of partnership. 

International Journal for Service Learning in Engineering 

Pennsylvania State University 

The Journal welcomes manuscripts based on the original work of authors, focusing on projects, programs, research, and pedagogy related to service learning in engineering, humanitarian engineering, and social entrepreneurship. A primary aim of the Journal is to foster inquiry into rigorous engineering design and research directed toward solving problems faced by marginalized communities, including entrepreneurial applications where appropriate. The Journal emphasizes the examination of cultural appropriateness, the application of suitable technologies, and the entrepreneurial implementation of sustainable solutions. Additionally, the Journal focuses on related pedagogy and the dissemination of project results, aiming to nurture service learning in engineering as a distinct body of knowledge. 

International Journal of Research on Service-Learning and Community Engagement 

Tulane University Center for Public Service 

This peer-reviewed online journal is dedicated to disseminating high-quality research focused on service-learning, campus-community engagement, and the promotion of active and effective citizenship through education. International in scope, the journal addresses service-learning and community engagement in the U.S. and globally. It takes a comprehensive approach, welcoming articles on service-learning and community engagement across diverse settings, including K-12 education, higher education (both undergraduate and graduate), and community-based programs. 

Journal of College and Character 

Student Affairs Administrators in Higher Education 

This professional, peer-reviewed publication focuses on character development in college and examines how colleges and universities influence, both intentionally and unintentionally, the moral and civic learning and behavior of their students. The journal provides resources and information aimed at encouraging discussion, research, and innovative educational practices. It publishes scholarly articles and applied research on issues related to ethics, values, and character development in higher education. 

Journal of Community Engagement and Scholarship 

University of Alabama 

This peer-reviewed international journal serves as a platform for faculty, staff, students, and community partners to disseminate scholarly works. JCES integrates teaching, research, and community engagement across all disciplines, addressing critical problems identified through a community-participatory process. 

Journal of Experiential Education 

SAGE Journals 

This peer-reviewed, scholarly journal presents a diverse range of articles in areas such as outdoor adventure programming, service learning, environmental education, therapeutic applications, research and theory, the creative arts, and more. 

Journal of Higher Education Outreach and Engagement 

University of Georgia 

The Journal of Higher Education Outreach and Engagement (JHEOE) is a peer-reviewed, interdisciplinary journal dedicated to advancing theory and practice related to all forms of outreach and engagement between higher education institutions and communities. The mission of JHEOE is to serve as the premier publication in this field, highlighting innovative endeavors, critically examining emerging issues, trends, challenges, and opportunities, and reporting on impact studies in public service, outreach, engagement, extension, engaged research, community-based research, community-based participatory research, action research, public scholarship, service-learning, and community service. 

Journal of Community Engagement and Higher Education 

Indiana State University 

The Journal of Community Engagement and Higher Education is an online, refereed journal dedicated to exploring perspectives, research, and practices in community engagement and community-based learning. It publishes a range of research that offers both practical and theoretical insights across various disciplines and professions within higher education. The journal emphasizes case studies that focus on community engagement and engaged learning practices, methodology, and pedagogy. Aiming to establish and maintain a comprehensive review of the literature on research and practice, it also provides a forum for dialogue on methodological and epistemological issues, facilitating critical reflection and analysis of different approaches. 

Michigan Journal of Community Service Learning 

University of Michigan 

The Journal features research, theory, pedagogy, and other matters related to academic service-learning, campus-community partnerships, and engaged/public scholarship in higher education. It aims to extend the knowledge base and support and strengthen the work of practitioners in these fields. 

Public: A Journal of Imagining America 

Syracuse University 

Public is a peer-reviewed, multimedia e-journal centered on the humanities, arts, and design in public life. It aims to bridge the gap between imagination and practical action. The journal features projects, pedagogies, resources, and ideas that embody deep engagements among diverse participants, organizations, disciplines, and sectors. 

Purdue Journal of Service-Learning and International Engagement 

Purdue University 

The Purdue Journal of Service-Learning (PJSL) is a multidisciplinary Open Access journal available in both print and online formats. It is dedicated to showcasing the work of undergraduate and graduate students who conduct projects with strong service-learning and academic civic engagement components. By involving students in intensive writing activities and highlighting the opportunities available at Purdue, PJSL aims to enhance the use and effectiveness of service-learning as a high-impact educational methodology. 

Progress in Community Health Partnerships: Research, Education, and Action 

Johns Hopkins University 

Progress in Community Health Partnerships (PCHP) is a national, peer-reviewed journal dedicated to identifying and publicizing model programs that utilize community partnerships to improve public health. Its mission is to promote advancements in research and educational methods involving community health partnerships and to stimulate actions that enhance the health of individuals and communities. As the first scholarly journal dedicated to Community-Based Participatory Research (CBPR), PCHP is an essential resource for public health professionals and the libraries that support them. 

Reflections 

Syracuse University 

Reflections, a peer-reviewed journal published by New City Community Press and Syracuse University Press, provides a forum for scholarship on writing, service learning, and community literacy. The journal brings together diverse voices to explore the theoretical, ethical, and political implications of community-based writing and civic engagement. 

Community Development Journal 

Oxford University Press, United Kingdom 

Published four times a year and circulated in more than 80 countries, this leading international journal covers a wide range of topics, reviews significant developments, and provides a forum for cutting-edge debates about theory and practice. It adopts a broad definition of community development to include policy, planning, and action as they impact the life of communities. The journal seeks to publish critically focused articles that challenge conventional wisdom, report and discuss innovative practices, and relate issues of community development to questions of social justice, diversity, and environmental sustainability. 

Gateways: International Journal of Community Research & Engagement 

University of Technology Sydney 

Gateways is a refereed journal focused on the practice and processes of university-community engagement. It provides a forum for academics, practitioners, and community representatives to explore issues and reflect on practices related to the full range of engaged activities. The journal publishes evaluative case studies of community engagement initiatives, analyses of the policy environment, and theoretical reflections that contribute to the scholarship of engagement. 

International Undergraduate Journal for Service-Learning, Leadership, and Social Change 

Governors State University 

The Journal is dedicated to providing undergraduate students a venue to discuss their service-learning projects and experiences. 

Undergraduate Journal of Service Learning and Community-Based Research 

Penn State 

The Undergraduate Journal of Service Learning and Community-Based Research invites undergraduates to pursue their intellectual projects and advance knowledge in service learning, community-based research, and related community partnerships. These initiatives, known by various names such as community-based learning, community-based writing, public scholarship, and publicly-engaged learning/teaching, reflect the journal's commitment to undergraduate involvement in academic and community collaborations. 

Undergraduate Journal of Service Learning and Community-Based Research 

University of North Georgia 

The Undergraduate Journal of Service Learning and Community-Based Research is a refereed, multidisciplinary, online journal open to all undergraduate students in the U.S. and globally. The journal is dedicated to publishing the intellectual and reflective work of undergraduates on service learning, community-based research, and all related curriculum- and research-based public community engagements.