Spring 2021 Engaged Scholarship Courses

ANTHRO 1718: Engaged Anthropology: From the Local to the Global

ANTHRO 1718: Engaged Anthropology: From the Local to the Global

Andrea Wright

Thursdays 12:45pm - 2:45pm

What is engaged anthropology? What responsibility do anthropologists have to the communities with which they work? What methodologies do anthropologists use to both examine and strengthen the interplay between theory and practice? Can and should anthropologists engage in research that is community driven, politically conscious, and socially concerned? Now, more than ever, it is imperative that we connect the work we are doing inside the classroom with the work being done in our local and global communities, but this work is not apolitical or individual and we must analyze the inherent inequalities and social dimensions of what it means to conduct engaged scholarship. By employing a hands-on approach to engaged anthropology, this course will explore these questions and more. We will begin the semester by learning the theoretical and methodological underpinnings of anthropology as a discipline and engaged anthropology as an intervention. Readings will focus on ethnographic, scholarly, and public-facing works that illustrate how culture, social relations, and systems of power shape the experiences, roles, practices, and interactions of individuals and their communities as they strive to establish and maintain collaborative relationships in pursuit of a more just world. The course will culminate in a community-based project on a critical topic chosen by the student and supervised by a community organization.

CHEM100R: Experimental Chemistry and Chemical Biology

CHEM100R: Experimental Chemistry and Chemical Biology

Heidi Vollmer-Snarr

Mondays and Wednesdays 12:00pm - 1:15pm

Chem 100R is a project-based synthetic/physical organic, bioanalytical, and chemical biology research course. Students work in 2–4 person groups with course staff on zoom to conduct and contribute to cutting-edge, faculty-derived research. Throughout the semester students use electronic notebooks to keep track of their research findings, which they present in group meetings and write up in a formal research paper. As students learn to communicate technically with other scientists and peers, they also learn to communicate about the broader applications of their research to nonscientific audiences through science advocacy.

FOLKMYTH 97: Fieldwork and Ethnography in Folklore

FOLKMYTH 97 Fieldwork and Ethnography in Folklore

Lowell Brower

This tutorial introduces students to the study of cultural traditions, beliefs, and artistic expressions—their performance, collection, representation and interpretation—through the practice of ethnography. Both ethnographic and theoretical readings serve as the material for class discussion and the foundation for ethnographic fieldwork.

At once a crash course in ethnographic theory and ethics, and a practicum in qualitative methods, FM97 weds scholarly inquiry and academic study to practical experience in cultural documentation and personal involvement with local tradition bearers and folk communities. Guided by an interdisciplinary collection of texts, students will have the opportunity to study folklore from the ground up, not only through an academic lens, but through personal relationships, cultural participation, and inquisitive explorations of local communities. Throughout the semester you will be invited to develop skills in qualitative research, cultural documentation, proposal design, interviewing, and the arts of interpretation as you try your hand at fieldwork and ethnography. By examining folkways, expressive culture, traditions, and performances, and interrogating their import in the daily lives of individual and groups, we will aim to bridge the divide between grand theories and everyday practices, between intellectual debates and lived experiences, between the academic institution and the vernacular world. Ultimately, this course aims to bring “the folks” themselves into the center of the academic study, discussion, and debate. And it aims to give you the tools to help amplify and illuminate their voices, traditions, practices, and lore.

GENED 1115: Human Trafficking, Slavery and Abolition

GENED 1115: Human Trafficking, Slavery and Abolition in the Modern World

Orlando Patterson

Tuesdays and Thursdays 12:00pm - 1:15pm

We often think of slavery as being a dark chapter in our past, but this is a tragic oversimplification. What defines slavery in the modern world, and what are the moral, political and social implications of its continued existence? As we explore its underpinnings, we discover that all of us may be in some way complicit in its survival. This course surveys the nature, types and extent of modern servitude such as transnational and domestic prostitution, forced marriage, labor trafficking and forced domestic labor, child soldiering and other forms of enslavement of children, organ trafficking and other health aspects of trafficking, debt-bondage, and the forced exploitation of other vulnerable groups such as refugees and stateless persons. Throughout the course, but especially in the final part, we examine anti-trafficking and anti-slavery measures and movements and ways in which you can increase awareness or become involved. You will, by the end of our exploration, be able to trace the moral and ethical arguments surrounding human slavery in its various forms, understand the ways in which this problem still affects so many people, and what can and should be done about it.

GOV 93CJ: Criminal Justice Policy Practicum

GOV 93CJ: Criminal Justice Policy Practicum: Opportunities Beyond Bars

Jenn Hanlen

This course provides students with the opportunity to do participatory, community-based policy research. The course will have three major components. Students will (1) learn about the policy-making process and how to do academic research on policy, (2) engage in public service research on juvenile justice and prison education, and (3) explore ways that remote technologies, especially virtual reality, can be used to provide incarcerated youth with more robust and consistent educational opportunities. The course will culminate with students using their experiences to create a single, integrated policy report on applications of VR in juvenile detention centers.

GOV 1022: Community Based Practicum

GOV 1022: Community Based Practicum

Chase Harrison

Mondays 12:45pm - 2:45pm

Surveys are used by a variety of community and government organizations to gather information and answer policy questions. This practicum will provide students with the opportunity to develop their knowledge of survey research by designing and conducting an original survey for an actual client based in the community. Students will learn how to listen to, understand, and evaluate organizational needs and goals, how to translate those goals into an effective survey research design, how to develop, design, and pilot a survey to provide actionable data to improve social processes or answer useful questions.

GOV 1312: Women in US Politics

GOV 1312: Women in US Politics

Sparsha Saha

Tuesdays and Thursdays 3:00pm - 4:15pm

This course examines the causes and consequences of gender inequality in politics, the workforce, and the household. We will draw on theory and literature from political science and other disciplines to learn about cutting edge research in the field, focusing on the United States (with some application to other advanced democracies). What explains why women have not yet achieved equal political representation? How did gender play a role in the 2016 U.S. presidential election campaign and beyond? Why should we care about gender parity? What has been implemented to correct gender disparity in politics? Why do women make less money than men? Why do women still do more of the work at home despite becoming more equal in education and professional life? How can we change hearts and minds? How does gender intersect with race and class and sexual orientation? What can people who identify as men (particularly white men) do? How are sexism, racism, and speciesism all connected? What is going on with gender in academia, and why do you have so few tenured female professors, particularly in fields like Government and STEM?

GOV 1338: Institutional Development in Native America

GOV 1338: Institutional Development in Native America

Daniel Carpenter

Mondays and Wednesdays 12:00pm - 1:15pm

Examines the challenges and strategies of advocacy, sovereignty building and institutional development among Native Nations in the U.S. Includes engaged scholarship working with Native Nations on these issues.

HIST-LIT 90ES: Prison Abolition

HIST-LIT 90ES: Prison Abolition

Thomas Dichter

Mondays and Wednesdays 12:00pm - 1:15pm

Is prison abolition a serious proposal, an aspirational ideal, a trendy slogan, or a blueprint for social transformation? This interdisciplinary and community-engaged course situates the prison abolition movement in deep historical context and explores its current relation to the politics of criminal justice reform. We will study the movement’s connections to slavery abolitionism, anti-lynching activism, Indigenous struggles for sovereignty, and the Black Power movement. We will examine the emergence of the modern prison abolitionist movement in the 1970s, as well as more recent developments concerning immigration detention, Black Lives Matter, and COVID-19. Our readings will include interdisciplinary scholarship on the carceral state in addition to protest writings and activist materials. A major component of the course will be collaborative activities and service with community organizations focused on incarceration and the criminal legal system, through which we will consider what prison abolitionist ideas might look like in action. There will be opportunities for dialogue with scholars and activists as we investigate prison abolition not as a singular policy, but as a rich and challenging set of questions for rethinking matters of violence, inequality, and social change.

HIST 12M: Abolitionist Women and Their Worlds

HIST 12M: Abolitionist Women and Their Worlds

Tiya Miles

Wednesdays 12:45pm - 2:45pm

What was life like for women who stood at a major crossroads of history? What was required, in tumultuous times, to think and act boldly? This course focuses on women from diverse racial and regional backgrounds who labored to abolish slavery in the United States and then enlarged their political visions to include a range of progressive causes: anti-racism, desegregation, temperance, black suffrage, and women’s suffrage. We will explore the texture of women’s experiences in the 19^th century, the conditions that gave rise to multifaceted societal change, and the ways in which that change unfolded. Finally, our course will consider how these women’s stories are remembered in present-day public culture and whether knowledge of this era can play a role in the urgent societal issues of our own time.

HIST 13C: St. Louis from Lewis and Clark to Michael Brown

HIST 13C: St. Louis from Lewis and Clark to Michael Brown

Walter Johnson

Thursdays 9:45am - 12:30pm

St. Louis was the epicenter of American empire in the nineteenth century: the point of embarkation for Lewis and Clark; the military headquarters for U.S. Indian wars. It was likewise central to the history of slavery: from the Missouri Compromise to Dred Scott. The city’s intertwining of the history of empire and race continued through the twentieth century in its prominent role in the defense industry as well as the history of segregation, urban “redevelopment,” and police violence. How does the global capitalist and imperialist history of St. Louis relate to its recalcitrant inequality, structural racism, and endemic violence?

HIST 1636: Intro to Harvard History: Beyond the Three Lies

HIST 1636: Intro to Harvard History: Beyond the Three Lies

Zachary Nowak

M/W 7:30pm - 8:45pm

Harvard’s history is a story of professors, students, courses, and research that has led to world-changing innovations. But it is also a story of student unrest, gender unease, and the exclusion of women and minorities, enslaved people, Native Americans, and working-class people. All of them made Harvard and left traces in its archives, libraries, and museums, its buildings, and even in its soil. Some Harvard stories have been told; others have been forgotten. In this class, we will uncover Harvard’s past. There will be several field trips to Harvard’s archives and museums and other places on campus most students will never visit. If you wish, the University Archives will preserve your final paper on Harvard history for perpetuity.

Harvard-Radcliffe Collegium Musicum

MUSIC 14B: Harvard-Radcliffe Collegium Musicum

Andrew Clark

Tuesdays 6:45pm - 8:45pm

Harvard-Radcliffe Collegium Musicum (SATB choir). Harvard's nationally acclaimed mixed choir, Collegium, performs a dynamic and innovative repertoire from classical masterpieces to new compositions by renowned, emerging, and student composers. Through collaborative projects, tours, and community engagement, the ensemble fosters a passionate community of student musicians. Collegium frequently partners with the other Harvard Choruses--the Glee Club, and the Radcliffe Choral Society--to perform large-scale works. Students must complete both parts of this course (parts A and B) within the same academic year in order to receive credit.

MUSIC 15B: Harvard Glee Club

MUSIC 15B: Harvard Glee Club

Andrew Clark

Mondays and Wednesdays 4:30pm - 5:30pm

Harvard Glee Club (TTBB Choir). Founded in 1858, the Glee Club is a tenor-bass choral ensemble, performing music from the male choral tradition, an open to any student at Harvard University. The Glee Club collaborates with arts groups on campus and at other universities, and across the world on annual tours. Through excellence in performance, education, community-building, tradition, and philanthropy, the Glee Club offers a unique musical experience for all members. Students have numerous opportunities to take on administrative and musical leadership roles within the ensemble. The Glee Club frequently collaborates with the Harvard-Radcliffe Collegium Musicum and the Radcliffe Choral Society, as well as the Harvard-Radcliffe Orchestra, to perform large-scale works. Students must complete both parts of this course (parts A and B) within the same academic year in order to receive credit.

MUSIC 16B: Radcliffe Choral Society

MUSIC 16B: Radcliffe Choral Society

Andrew Clark

Mondays 6:45pm - 8:45pm

The Radcliffe Choral Society, founded in 1899, is a treble (soprano-alto) choral ensemble of about 40-50 members, open to any student at Harvard University. The ensemble performs a distinctive repertoire spanning nine centuries of choral literature: sacred and secular,
a cappella and accompanied, and choral-orchestral works. Featuring a student led a cappella group, 'Cliffe Notes, RCS aims to foster the appreciation and celebration of women's choral music through the commission of new works for soprano and alto voices, high-caliber performances, music festivals as well as annual domestic and international travel. The choir strives to honor its history and further its legacy of excellence in treble choral music and an extraordinary community formed through music-making. RCS frequently collaborates with the Harvard-Radcliffe Collegium Musicum and the Glee Club, as well as the Harvard-Radcliffe Orchestra, to perform large-scale works. Students must complete both parts of this course (parts A and B) within the same academic year in order to receive credit.

MUSIC 186R: Music and Mockumentary Lab

MUSIC 186R: Music and Mockumentary Lab

Ezperansa Spalding

Thursdays 5:00pm - 7:00pm

Music and Mockumentary Lab (visibilising and vibrational-experiencing the yet to be).

“For the mind must know it first in order to compose it.”

-Hazrat Inayat Khan

“‘all organizing is science fiction’, by which we mean that social justice work is about creating systems of justice and equity in the future, creating conditions that we have never experienced”

-Adrienne Maree Brown, quoting Walidah Imarisha

“it’s as much an image, as it is reality”

-Mark Oswald (on developing operatic technique)

This lab-style course explores mockumetary film, coupled with live score, as a method for creating works of socially engaged fiction. Our engaged-learning approach will be rooted at the intersection of film, speculative-fiction, music, performance, and activism. Students enrolled in this course will be invited to learn and create alongside a professional creative team, lead by artists esperanza spalding and brontë velez, in collaboration with engineers Anukool Lakhina and Viet Tran, and the San Francisco Symphony. Over the course of the semester, this creative team will be developing and producing a music-driven mockumentary. The film, titled “SOMATONGLEN”, will be accompanied by a live-score of improvised music, as well as pre-existing classical works. “SOMATONGLEN” was originally conceived in response to the prompt offered at Theaster Gates’ Black Artists Retreat: “what human-made sound could render firearms inoperable?”. The mockumentary follows a speculative journey from the discovery, development, and application of a sung vibration which disrupts the trajectory of a fired bullet.

Students will be invited to shadow and engage with the creative team’s week-by-week process, from story-devising, to treatment, to production. In addition to real-time learning alongside the creative team, students will research, develop, and produce their own original mockumentary (with accompanying live-score concept). Each student will co-create these short mockumentaries over the course of the semester, guided by feedback from the creative team. Each student-produced mockumentary (along with “SOMATONGLEN”) will be developed in conversation with individuals, community leaders, and organizations working toward dismantling systemic oppression. The student-produced mockumentaries will be released via publicly-accessible platforms, as a tool for embodied-imagining of a mutually sought yet to be.

Some of the questions guiding this course, and the creation of the mockumentary “SOMATONGLEN” are:

-How do speculative visual/sonic narratives serve, and inspire radical re-imaginings of our relationships to social-systems, and the diverse humans who comprise them?

-How may existing musical works be utilized as narrative driving force, within the speculative visual story?

- How do artists working at the intersection of activism and organizing, devise, create and offer new works in right-relationship with the communities they seek to uplift, support and engage?

The creative team is very much looking forward to learning and creating alongside the students who enroll in this course.

PSY 1009: Psychology of Women

PSY 1009: Psychology of Women

Nicole Noll

Tuesdays and Thursdays 9:45am - 11:45am

How does being a woman affect our behavior, our evaluations of ourselves, and our interactions with others? This course examines psychological science on women and girls in western industrialized societies, addressing such topics as gender stereotypes, girlhood, women and work, relationships, pregnancy and motherhood, mental health, violence against women, and women in later adulthood. We will consider these topics through an understanding of gender as a social construction, being mindful of the intersections of gender, sexuality, class, and race. Although focused on women’s lives and experiences, this course is highly relevant to people of all genders.

PSY 1016: Quarantine blues? Pandemic Life and Mental Health

PSY 1016: Quarantine blues? Pandemic Life and Mental Health

Rebecca Shingleton and Natasha Parikh

Mondays and Wednesdays 1:30pm - 2:45pm

The COVID-19 pandemic has hit our world in unprecedented and unexpected ways. In this course, we will study the impact of COVID-19 on mental health and well-being through a clinical, social, and neuroscience lens. We will explore how pandemics affect our thoughts, behaviors, emotions, and physiology as well as discuss evidence-based tools for coping. Additionally, we will look at different stressors (e.g., work from home challenges, social isolation) and how their impact may vary across groups (e.g., health care workers, racial/ethnic groups, SES groups).

SOC-STD 68EA: Engaged Philosophy

SOC-STD 68EA: Engaged Philosophy The Theory and Practice of Altruism

Bonnie Talbert

Mondays 12:45pm - 2:45pm

In the wake of a global pandemic and the George Floyd protests, many are searching for ways to take action, to improve our communities and the world, and to help others. This altruistic mission is a noble goal, but like all missions, it requires thoughtful planning and reflection. The main question this course will address is “What is altruism?” We will approach this question from a variety of interdisciplinary perspectives: biology, psychology, political theory, and moral philosophy. Are we naturally altruistic, or are all actions in some sense selfish? How do we know when we are helping others? What is charity, or philanthropy, and what role does it play in a functioning democracy? We will spend a good portion of the course on the “effective altruism” movement, which aims to maximize the amount of good that each of us can do. How are calculations about “effectiveness” made? How do we identify the causes that are most important to prioritize? How does the EA movement relate to activism? More importantly, who are effective altruists, and how do they live their lives? We will read stories of people who have risked their lives to provide healthcare in the midst of war, people who have donated kidneys to strangers, people who adopted over 20 children, and many other examples that illustrate (or not!) different ways of being altruistic. The ultimate goal of this course is to think about what it means to help not just theoretically, but also in practice.

SOCIOL 1130: Student Leadership and Service in Higher Education

SOCIOL 1130: Student Leadership and Service in Higher Education

Manja Klemencic

Thursdays 12:00pm - 2:00pm

This Undergraduate Engaged Scholarship Course specifically targets students in service and leadership roles at Harvard (e.g. student leaders in student organizations, students serving on University committees or as interns in University offices or programs, PAFs, HOCOs, UC members, Crimson, etc.). To these students it offers an opportunity to engage with scholarship from sociology of higher education to better understand and explore student agency in college contexts. Through hands-on student leadership development workshops built into the course, students will also develop skills that will help them in their roles. Students' grasp of concepts, such as university citizenship, mattering, belonging, community-building, and self-formation, is reinforced through their experiential learning in existing service and leadership roles on campus. Based on their campus role, students work on participatory action research and develop blueprint to change practice or policy. This course challenges the traditional line of inquiry in sociology of higher education which focuses primarily on the effects of college on students. Instead, student action research projects demonstrate student agency and the impact students have on higher education communities.Thursdays 12:00pm - 2:00pm

SPANSH 59: Spanish and the Community

SPANSH 59: Spanish and the Community

Maria Parra-Velasco

Thursdays 12:00pm - 2:00pm

An advanced language course that examines the richness and complexity of the Latino experience in the US while promoting community engagement as a vehicle for greater linguistic fluency and cultural understanding. Students are placed with community organizations within the Boston area and volunteer for four hours a week. Class work focuses on expanding students' oral and written proficiency in Spanish through discussing and analyzing readings, arts, and films by and about Latinos in the US.

SPANSH 59H: Spanish for Latino Students II

SPANSH 59H: Spanish for Latino Students II: Connecting with Communities

Maria Parra-Velasco

Tuesdays Thursdays 12:00pm - 1:15pm

An advanced language course for Spanish heritage learners that aims to: strengthen students’ oral and written linguistic range, with emphasis on Spanish use for academic contexts; and to further develop students’ critical language and social awareness around important issues for Latinos in our globalized era: Spanish as global language, identity, language rights, global migration and labor, U.S.-Latino America relations, food and environment, the ’war on drugs’. Students explore these topics through various genres (newspapers and academic articles, debates, literary essays, short novels, poetry, visual art, film and music) and through 4 hours a week of community service.

TDM 182B: Black Arts Movement to #blacklivesmatter

TDM 182B: Black Arts Movement to #blacklivesmatter

Shamell Bell

Tuesdays 3:00pm - 5:45pm

This course situates the “Black Arts Movement”(1965-1975) in its historical context, but also places our explorations in this present moment where artists continue to light the torch of art reflecting the times, as our ancestor Nina Simone so eloquently asserts as “our duty”. Scholar Larry Neal writes in his seminal piece:

“The Black Arts Movement is radically opposed to any concept of the artist that alienates him from his community. This movement is the aesthetic and spiritual sister of the Black Power concept. As such, it envisions an art that speaks directly to the needs and aspirations of Black America.”

As this course begins during the celebration of Dr. Martin Luther King Jr.’s birthday, let's place MLK in the context of the material conditions in Black communities during the Black Arts Movement, which Larry Neal coined as the "aesthetic and spiritual sister of Black Power.” This act is often seen as the starting point of the Black Arts Movement. In a Time article, "A Riot Started in Newark 50 Years Ago. It Shouldn't Have Been a Surprise," Arica L. Coleman writes, "Martin Luther King Jr. aptly predicted just such a riot in a speech titled “The Other America,” which he delivered at Stanford University on April 14, 1967, three months prior to the unrest. “All of our cities are potentially powder kegs,” he said. While King maintained his commitment to nonviolent civil disobedience, he also recognized the psychology of oppression.

In this course, we will explore the legacy of the Black Arts Movement and its manifestations in today's Black liberation movement. In addition to required and suggested readings, we will supplement course lectures with selected films and musical selections. This course takes an ethnographic and interdisciplinary approach to mapping the historical, geographical, and socio-political trajectory of the Black Arts Movement to #blacklivesmatter by highlighting the motivations, strategies, and experiences of community organizers on the ground. The narratives of grassroots organizers from groups such as Justice 4 Trayvon Martin and those organizing for #blacklivesmatter across the United States, will provide nuance to our understanding of an international movement that we now know as Black Lives Matter. Students will be encouraged to explore their own foundations and personal stories connecting them to the Black liberation struggle past, present, and future. The course culminates with a "Community Gathering" that will feature short student documentaries of their group projects. The gathering will include a collaboration with Dartmouth Students, activists on the ground, and community members to continue to move the work of the people on the ground forward, and the work of the students outside of the classroom, and into the community.

EXPOS 20: Animals and Politics

EXPOS 20: Animals and Politics

Sparsha Saha

Tuesdays and Thursdays 9:00am - 10:15am

EXPOS 20: Are Prisons Obsolete?

EXPOS 20: Are Prisons Obsolete?

Hudson Vincent

Mondays and Wednesdays 3:00pm - 4:15pm

Mondays and Wednesdays 4:30pm - 5:15pm

EXPOS 20: Green Spaces, Urban Places

EXPOS 20: Green Spaces, Urban Places

Sarah Case

Mondays and Wednesdays 3:00pm - 4:15pm

EXPOS 20: Remembering the Civil War

EXPOS 20: Remembering the Civil War

Willa Brown

Tuesdays and Thursdays 3:00pm - 4:15pm

Tuesdays and Thursdays 4:30pm - 5:45pm

Engaged Scholarship Literature

Curriculum and Pedagogy
Principles of Engagement
Outcomes
Journals

Principles of Engagement

Israel, B.A., Schulz, A.J., Parker, E.A., & Becker, A.B. (1998). Review of Community-Based Research: Assessing Partnership Approaches to Improve Public Health. Annual Review of Public Health, 191(1), 173-202.

Abstract: Community-based research in public health focuses on social, structural, and physical environmental inequities through active involvement of community members, organizational representatives, and researchers in all aspects of the research process. Partners contribute their expertise to enhance understanding of a given phenomenon and to integrate the knowledge gained with action to benefit the community involved. This review provides a synthesis of key principles of community-based research, examines its place within the context of different scientific paradigms, discusses rationales for its use, and explores major challenges and facilitating factors and their implications for conducting effective community-based research aimed at improving the public's health.

Principles of Partnership, Sourced from Stanford Haas Center for Public Service

Description: This document presents nine principles for engagement with communities to guide faculty, community partners, and students in creating and fulfilling the commitments of their partnerships.

Sprague Martinez, L.S., Reich, A.J., Flores, C.A., Ndulue, U.J., Brugge, D., Gute, D.M., Perea, F.C. (2017). Critical Discourse, Applied Inquiry and Public Health Action with Urban Middle School Students: Lessons Learned Engaging Youth in Critical Service-Learning. Journal of Community Practice, 1-22.

Abstract: The Nuestro Futuro Saludable partnership designed a critical service-learning intervention focused on health equity and action. The 10-week afterschool intervention was implemented in a Boston middle school. Youths who took part in the intervention were knowledgeable about the social determinants of health in their communities, as well as to the barriers to health. Our findings indicate that engaging young people in a meaningful way will be critical if health improvement efforts are to be realized. We found that a critical service-learning framework that incorporates elements of applied inquiry and critical pedagogy was effective as a health intervention and provided opportunities for action.

SPECTRUM OF INVOLVMENT:

Ritas, C. (2003). Speaking Truth, Creating Power: A Guide to Policy Work for Community-Based Participatory Reserach Practicioners. Hunter College Center on AIDS, Drugs, and Community Health. Authored for Community-Campus Partnerships for Health.

Description: "This toolkit is designed for community-based participatory research (CBPR) institutional and community partners who want to create or change policies that affect health in their communities." (Excerpted from article, p.1)

Jenkins, B. Health Disparities: Why we have not solved the problem, Why we need new approaches. Excerpted from The Research Center on Health Disparities, Morehouse College, April 2004.

Description: Jenkins presents a spectrum of community involvement in research, ranging from notification to consent, endorsement, participation, and origination.

Journals

Michigan Journal of Community Service Learning Published semiannually by the Ginsberg Center at the University of Michigan

"MJCSL is a national, peer-reviewed journal comprised of contributions relating to academic service learning in higher education from authors representing a wide range of academic backgrounds and professions. Recently, MJCSL has expanded its publishing scope to include articles about campus-community partnerships, and faculty engaged scholarship." (Description excerpted from Michigan Publishing)

Partnerships: A Journal of Service-Learning and Civic Engagement Published semiannually by North Carolina Campus Compact and the University of North Carolina at Greensboro

"Partnerships recognizes that successful engaged learning depends on effective partnerships between students, faculty, community agencies, administrators, disciplines, and more. The articles in this peer-reviewed journal focus on how theories and practices can inform and improve such partnerships, connections, and collaborations. Studies co-authored by faculty, students, and/or community partners; or examining practices across disciplines or campuses; or exploring international networks, are all encouraged." (Description exerpted from Partnerships website)

Progress in Community Health Partnerships: Research, Education, Access Published quarterly by Johns Hopkins University Press

"Progress in Community Health Partnerships (PCHP) is a national, peer-reviewed journal whose mission is to identify and publicize model programs that use community partnerships to improve public health, promote progress in the methods of research and education involving community health partnerships, and stimulate action that will improve the health of people and communities."(Description excerpted from Johns Hopkins University Press)

Journal of Community Engagement and Scholarship Published by the University of Alabama

"The Journal of Community Engagement and Scholarship (JCES) is a peer-reviewed international journal through which faculty, staff, students, and community partners disseminate scholarly works. JCES integrates teaching, research, and community engagement in all disciplines, addressing critical problems identified through a community-participatory process." (Description excertped from JCES)

The International Journal of Research on Service-Learning and Community Engagement Published annually by the International Association fo Research on Service-Learning and Community Engagement

"The IJRSLCE is a peer-reviewed online journal dedicated to the publication of high quality research focused on service-learning, campus-community engagement, and the promotion of active and effective citizenship through education." (Description exerpted from IJRSLCE)

Curriculum and Pedagogy

Foundations in Engaged Scholarship

Kolb, D. A. (1984). Experiential Learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.

Description: Drawing from the intellectual origins of experiential learning in theworks of John Dewey, Kurt Lewin, and Jean Piaget, this comprehensive and systematic book describes the process of experiential learning. He also applies experiential learning to higher education and lifelong learning, particularly with regard to adult education. (Excerpt from HCL Catalog)

Boyer, Ernest L. (1990). Scholarship Reconsidred: Priorities of the Professoriate. New York: The Carnegie Foundation for the Advancement of Teaching.

Description: In this book, Boyer critically considers the reward systems in place for university faculty and proposes a new model of scholarship that rewards the scholarship of discovery, of integration, of application, and of teaching.

Boyer, Ernest L. (1996). The Scholarship of Engagement. Journal of Public Service & Outreach, 1(1), 11-21.

Description: In this article, Boyer critically considers the role of the American university and scholarship in broader society. He presents his reinvisioned model of scholarship, described in more detail in Scholarship Reconsidered (previous link), and discusses the obligation of higher education institutions to engagem more directly in confronting modern social issues, especially those that affect children.

Butin, D.W. & Seider, S. (Eds.). (2012). The Engaged Campus: Certificates, minors and majors as the new community engagement. New York, NY: Palgrave Macmillan.

Description: "There are by now over fifty academic programs - majors, minors and certificate programs- focused on community engagement at institutions of higher education across the United States, with dozens more in development. This volume offers a set of emerging best practices and an articulation of critical issues for faculty and administrators committed to developing, strengthening, or expanding programs in community engagement at their respective institutions" (Provided by publisher)

Willis, J., Peresie, J., Waldref, V., & Stockmann, D. (2003). The Undergraduate Perspective on Community-Based Research. Michigan Journal of Community Service Learning, 9(3), p. 36-43.

Description: "This article, written by four undergraduates with extensive experience in community-based research (CBR), summarizes each author's project and offers their views on conditions necessary for CBR success and benefits of CBR for students." (Excerpted from article, p.36)

Engaged Scholarship in the Sciences

Begley, G.S. (2013). Making Connections: Service-Learning in Introductory Cell and Mollecular Biology. Journal of Microbiology & Biology Education, 14(2), 213-220.

Abstract: This report describes service-learning in a first-year majors biology course in which students serve throughout the semester with community partners for an average of 25 hours/student. All of the partnerships are based on providing engaging hands-on biology activities for youth in underserved urban areas surrounding the campus. Students in the course have designed new lessons and activities, supported biology labs, mentored younger students, and facilitated afterschool science clubs. Throughout the course, integration between the students’ service experience in the community and their learning in the course is emphasized. This is accomplished in multiple ways including class discussion, group activities, feedback from the instructor and teaching assistant, and weekly blogs. A three-year average of anonymous university-wide course evaluations suggested that students in this service-learning course considered their biology course to be highly rigorous. In both blogs and anonymous surveys students reported that their service and its integration with the course not only advanced their professional skills and sense of community engagement, but also enhanced their learning in biology.

Larios-Sanz, M., Simmons, A., Bagnall, R.A., & Rosell, R.C. (2011). Implementation of a Service-learning Module in Medical Microbiology and Cell Biology Classes at an Undergraduate Liberal Arts University. Journal of Microbiology & Biology Education, 12(1), 29-37.

Abstract: Here we discuss the implementation of a service-learning module in two upper-division biology classes, Medical Microbiology and Cell Biology. This exciting hands-on learning experience provided our students with an opportunity to extend their learning of in-class topics to a real-life scenario. Students were required to volunteer their time (a minimum of 10 hours in a semester) at an under-served clinic in Houston, Texas. As they interacted with the personnel at the clinic, they were asked to identify the most prevalent disease (infectious for Medical Microbiology, and cellular-based for Cell) seen at the clinic and, working in groups, come up with educational material in the form of a display or brochure to be distributed to patients. The material was meant to educate patients about the disease in general terms, as well as how to recognize (symptoms), prevent and treat it. Students were required to keep a reflective journal in the form of a blog throughout the semester, and present their final materials to the class orally. Students were surveyed about their opinion of the experience at the end of the semester. The vast majority of student participants felt that the project was a positive experience and that it helped them develop additional skills beyond what they learn in the classroom and understand how lecture topics relate to every day life.

Martinez, L. S. & Perea, F. C. & Ursillo, A. & Pirie, A. & Ndulue, U. J. & Oliveira, C. & Gute, D. M. (2012). Research as curriculum: Engaging Undergraduates and Community Residents in Immigrant Health Research Partnerships. Progress in Community Health Partnerships: Research, Education, and Action, 6(4), 491-498. The Johns Hopkins University Press.

Abstract: Background: Engaging undergraduate students in applied community research partnerships can promote greater health equity by providing students with the skills and capacity to work collaboratively with diverse populations. Objectives: The aim of this project was to develop a sustainable model to engage community members and students in public health research. Methods: Using an integrated research-as-curriculum model, students, community members, and faculty collaborated on the study design and implementation. Conclusions: Community residents in the classroom provided insights that strengthened the research process and helped to develop our understanding of contextual factors that influence health and well-being. This model provides a mechanism by which to fully incorporate undergraduate students in interdisciplinary partnership research for health.

Engaged Scholarship in Mathematics

Klanderman, D. B., Moore, M. W., Maxwell, M. S., & Robbert, S. K. (2013). Creating problems and their solutions: Service-learning through Trinity Mathematics Triathlons, Math Nights, and Math Centers. Primus : Problems, Resources, and Issues in Mathematics Undergraduate Studies, 23(6), 563-571.

Abstract: We describe several service-learning initiatives implemented by the mathematics and education departments. College students with majors and minors in math and math education have helped to design and implement math events for elementary and middle school students. Formal and informal reflections on these service-related experiences have demonstrated the potential impact on future teaching and learning goals for the pre-service teachers. College students taking a statistics course have analyzed data from some of these math events, using both descriptive and inferential methods. Teachers of participating elementary and middle schools have re-examined their textbook and curriculum choices in light of their students' performance at these math events.

Engaged Scholarship in the Social Sciences

Nigro, G. & Wortham, S. (1998). Service-Learning Through Action-Research Partnerships. In Bringle, R.G. Bringle, Duffy, D. K., & Zlotkowski (Eds.), With Service in Mind: Concepts and Models for Service-Learning in Psychology (161-170). Washington, DC: Ammerican Association for Higher Education. (Begins on ERIC pdf page 170)

Introduction: "In this chapter, we describe a course in which undergraduates learned from and with members of the local community by doing research that contributed to the solution of significant community problems involving services to children. Student researchers collaborated with local practitioners on research questions that originated in the practitioners' settings. In some cases, the research built on practitioners' own recent attempts to do research; in others, the research had awaited the assistance that student researchers could provide. In every case, the collaborations created partnerships that benefited our students, local practitioners, and the children in our community." (Nigro & Wortham, 2012, p. 161)

Sprague Martinez, L., Reich, A., Flores, C., Ndulue, U., Brugge, D., Gete, D., & Peréa, F. (2017). Critical Discourse, Applied Inquiry and Public Health Action with Urban Middle School Students: Lessons Learned Engaging Youth in Critical Service-Learning. Journal of Community Practice.

Engaged Scholarship In the Humanities

Jay, G. (2012). The Engaged Humanities: Principles and Practices for Public Scholarship and Teaching. Journal of Community Engagement and Scholarship, 3(1).

Abstract: Will public scholarship and community engagement become central to revitalizing the humanities in the 21st century? Efforts to connect humanities research and teaching with projects to advance democracy, social justice, and the public good might take advantage of the latest episode of crisis, and even argue that they represent a strong new direction for revival. After a brief review of how definitions of the humanities have changed since the 1960s, the essay contends that the future of the humanities depends upon two interrelated innovations: the organized implementation of project- based engaged learning and scholarship, on the one hand, and the continued advancement of digital and new media learning and scholarship, on the other hand. A number of examples of engaged humanities practice are examined, their institutional obstacles analyzed, and the principles common to them enumerated. The conclusion focuses on how new media are changing the nature of “the public” once more, offering opportunities for different kinds of scholarship, teaching, and engagement.

Posey, S. M. & Quinn, D. (2009). Engaging Humanities: Interdisciplinary Approaches to Composition and Service-Learning. Journal for Civic Commitment, 8(1), 1-14.

Abstract: Service-learning has the potential to enhance learning outcomes for composition students. In an interdisciplinary general education program structured with learning communities and shared readings, service-learning ties together diverse themes evident in the humanities and social science-based curriculum while promoting self-awareness, community consciousness, teamwork and life-long learning.

Parra, M. (2013). Expanding Language and Cultural Competence in Advanced Heritage- and Foreign- Language Learners through Community Engagement and Work with the Arts. Heritage Language Journal, 10(2), 115-142.

Abstract: The purpose of this article is to describe the methodology and pedagogical practices of an advanced language course, Spanish and the Community, that addresses the strengths and needs of both Spanish heritage language learners and foreign language learners in classrooms that contain both populations, i.e., in mixed classrooms. Focused on the Latino experience in the United States, the course’s main goals are to advance translingual competence, transcultural critical thinking, and social consciousness in both groups of students. Three effective and interrelated pedagogical approaches are proposed: (a) community service as a vehicle for social engagement with the Latino community; (b) the multiliteracies approach (New London Group, 1996), with emphasis on work with art; and (c) border and critical pedagogy drawn from several authors in the heritage language field (Aparicio, 1997; Correa, 2011; Ducar, 2008; Irwin, 1996; Leeman, 2005; Leeman & Rabin, 2001; Martínez & Schwartz, 2012) and from Henry Giroux and Paulo Freire’s work. The effectiveness of this combined approach is demonstrated in students’ final art projects, in which they: (a) critically reflect on key issues related to the Latino community; (b) integrate knowledge about the Latino experience with their own personal story; (c) become aware of their relationship to the Latino community; and (d) express their ideas about their creative artifact in elaborated written texts in Spanish (the project’s written component).