Articles, Books, Journals & Manuals
Ready Campus Manual Click Here
In partnership with Misericordia University, PA Campus Compact and Pennsylvania Emergency Management Agency, this manual was developed to address the opportunities that higher education institutions have during disasters. It once resided on the a federal website and while nearly 15 years old, it offers some valuable best practices.
“Ready Campus” is designed to provide all colleges and universities a flexible, adaptable planning guide to prepare their own campuses for emergencies and, just as importantly, to become valuable resources to serve the communities which have given so much to them. “Ready Campus” will enhance relationships with community and state emergency management coordinators by using three natural facets of colleges and universities:
l. Campus facilities have unique advantages over public facilities during emergencies. Dining facilities, residence halls, communications services, transportation equipment, large meeting rooms, and recreational facilities are a few examples of the many attributes that can be invaluable to a community in a time of disaster.
2. Faculty and staff, many of whom are experts in the exact areas that are so important during emergencies, can give unselfishly of themselves so that others will survive and recover quickly from disasters. Nurses, biologists, counselors, communications staff and professors, and safety/security officers are some of the members of the campus who can contribute their talents in a crisis event.
3. Students themselves can be excellent volunteers, even more so if their courses of study have included service- learning components to help them learn how to best serve others in the local community during emergencies.
The Fall 2018 volume of the International Undergraduate Journal for Service-learning, Leadership, and Social Justice is live at https://opus.govst.edu/iujsl/
The Journal is dedicated to providing undergraduate students a venue to discuss their service-learning projects and experiences. The Journal considers three types of articles:
1) Articles that discuss the development of a service-learning project and the impact of
the project on the community served;
2) A case study of a service-learning project;
3) A reflection on service-learning and the development of personal leadership.
Reconceptualizing Faculty Development in Service-Learning/Community Engagement
Exploring Intersections, Frameworks, and Models of Practice
Edited by Becca Berkey, Cara Meixner, Patrick M. Green, Emily A. Eddins
Foreword by L. Dee Fink
The role of educational developer in the realm of service-learning and community engagement (S-LCE) is multidimensional. Given the potentially transformational nature--for both faculty and students--of the experiences and courses in whose design they may be directly or indirectly involved, as well as their responsibility to the communities served by these initiatives, they have to be particularly attentive to issues of identity, values, and roles. As both practitioners and facilitators, they are often positioned as third-space professionals. Get your copy here
Examining the Past, Transforming the Future
Diversity & Democracy, Summer 2018
Vol. 21, No. 3
This issue of Diversity & Democracy examines how colleges and universities are studying the histories of their institutions and local communities, connecting history to present-day issues, and working to create a better future. The colleges and universities featured in this issue are working to promote equity, integrity, and civic responsibility by strengthening campus/community relationships and creating new programs, practices, and legacies.
Learn more and buy your copy here
Read the latest edition of Partnerships: A Journal of Service-Learning and Civic Engagement, North Carolina Campus Compact’s peer-reviewed, online journal, hosted by the University of North Carolina at Greensboro.
The fall 2018 issue of Partnerships: A Journal of Service-Learning and Civic Engagement marks the conclusion of a decade for us in publishing articles that recognize successful engaged learning depends on effective partnerships. Thus, it is fitting that this issue’s articles address directly through empirical research the impact of service-learning partnerships in three distinct areas: how academic-based service yields stronger results than community service; how service-learning directed toward at-risk youth can and should expand to include longitudinal studies; and, how service-learning when paired with sustainability efforts draws greater attention to much needed eco-justice around the world.
The journal is available online here
Editor’s Note: The Power of a Creative Mindset in Higher Education
By Caitlin Salins, Project Manager, Bringing Theory to Practice
In this issue of our newsletter, our authors explore through three different lenses how “robot-proof” qualities like imagination, creativity, and artistic expression can be embedded at all levels in the higher education enterprise to foster holistic and transformative learning experiences. In our Feature article, Carol-lynn Swol explores how a “creativity-infused pedagogy” can cultivate students’ engagement with the public good; in our Campus Highlight, BTtoP grantees Sarah L. Hoiland and Tere Martínez describe how they used approaches from theater and improv to encourage student agency and civic engagement; and in his inaugural Director’s Column, David Scobey sheds a light on both BTtoP’s history and his own—and how we might learn from innovative and imaginative partners, both within higher education and beyond, to develop a community of creative collaboration.
Read more here
A Tool to Develop & Nurture Campus-Community Partnerships The practice of campus-community partnerships has gained significant attention in recent years from numerous sectors including the Office of Housing and Urban Development and the National Taskforce on Civic Learning and Democratic Engagement. Thanks to the work of organizations like Campus Compact, Community-Campus Partnerships for Health (CCPH), the Clinical and Translational Science Award Consortium and others, we have a greater understanding of the principles and frameworks outlining how potential partners should enter into, sustain, assess and celebrate their partnerships
Connecticut Campus Compact (CTCC) convened statewide representation from our members’ partnerships as well as community advisory members for a series of meetings and online exchanges to consider ways to strengthen community-university partnerships. These professionals were selected because of their history with Connecticut communities and universities. A common objective emerged from these conversations. This was to produce a tool to guide the establishment and monitoring of campus-community partnerships.
Learn more here
In partnership with Misericordia University, PA Campus Compact and Pennsylvania Emergency Management Agency, this manual was developed to address the opportunities that higher education institutions have during disasters. It once resided on the a federal website and while nearly 15 years old, it offers some valuable best practices.
“Ready Campus” is designed to provide all colleges and universities a flexible, adaptable planning guide to prepare their own campuses for emergencies and, just as importantly, to become valuable resources to serve the communities which have given so much to them. “Ready Campus” will enhance relationships with community and state emergency management coordinators by using three natural facets of colleges and universities:
l. Campus facilities have unique advantages over public facilities during emergencies. Dining facilities, residence halls, communications services, transportation equipment, large meeting rooms, and recreational facilities are a few examples of the many attributes that can be invaluable to a community in a time of disaster.
2. Faculty and staff, many of whom are experts in the exact areas that are so important during emergencies, can give unselfishly of themselves so that others will survive and recover quickly from disasters. Nurses, biologists, counselors, communications staff and professors, and safety/security officers are some of the members of the campus who can contribute their talents in a crisis event.
3. Students themselves can be excellent volunteers, even more so if their courses of study have included service- learning components to help them learn how to best serve others in the local community during emergencies.
The Fall 2018 volume of the International Undergraduate Journal for Service-learning, Leadership, and Social Justice is live at https://opus.govst.edu/iujsl/
The Journal is dedicated to providing undergraduate students a venue to discuss their service-learning projects and experiences. The Journal considers three types of articles:
1) Articles that discuss the development of a service-learning project and the impact of
the project on the community served;
2) A case study of a service-learning project;
3) A reflection on service-learning and the development of personal leadership.
Reconceptualizing Faculty Development in Service-Learning/Community Engagement
Exploring Intersections, Frameworks, and Models of Practice
Edited by Becca Berkey, Cara Meixner, Patrick M. Green, Emily A. Eddins
Foreword by L. Dee Fink
The role of educational developer in the realm of service-learning and community engagement (S-LCE) is multidimensional. Given the potentially transformational nature--for both faculty and students--of the experiences and courses in whose design they may be directly or indirectly involved, as well as their responsibility to the communities served by these initiatives, they have to be particularly attentive to issues of identity, values, and roles. As both practitioners and facilitators, they are often positioned as third-space professionals. Get your copy here
Examining the Past, Transforming the Future
Diversity & Democracy, Summer 2018
Vol. 21, No. 3
This issue of Diversity & Democracy examines how colleges and universities are studying the histories of their institutions and local communities, connecting history to present-day issues, and working to create a better future. The colleges and universities featured in this issue are working to promote equity, integrity, and civic responsibility by strengthening campus/community relationships and creating new programs, practices, and legacies.
Learn more and buy your copy here
Read the latest edition of Partnerships: A Journal of Service-Learning and Civic Engagement, North Carolina Campus Compact’s peer-reviewed, online journal, hosted by the University of North Carolina at Greensboro.
The fall 2018 issue of Partnerships: A Journal of Service-Learning and Civic Engagement marks the conclusion of a decade for us in publishing articles that recognize successful engaged learning depends on effective partnerships. Thus, it is fitting that this issue’s articles address directly through empirical research the impact of service-learning partnerships in three distinct areas: how academic-based service yields stronger results than community service; how service-learning directed toward at-risk youth can and should expand to include longitudinal studies; and, how service-learning when paired with sustainability efforts draws greater attention to much needed eco-justice around the world.
The journal is available online here
Editor’s Note: The Power of a Creative Mindset in Higher Education
By Caitlin Salins, Project Manager, Bringing Theory to Practice
In this issue of our newsletter, our authors explore through three different lenses how “robot-proof” qualities like imagination, creativity, and artistic expression can be embedded at all levels in the higher education enterprise to foster holistic and transformative learning experiences. In our Feature article, Carol-lynn Swol explores how a “creativity-infused pedagogy” can cultivate students’ engagement with the public good; in our Campus Highlight, BTtoP grantees Sarah L. Hoiland and Tere Martínez describe how they used approaches from theater and improv to encourage student agency and civic engagement; and in his inaugural Director’s Column, David Scobey sheds a light on both BTtoP’s history and his own—and how we might learn from innovative and imaginative partners, both within higher education and beyond, to develop a community of creative collaboration.
Read more here
A Tool to Develop & Nurture Campus-Community Partnerships The practice of campus-community partnerships has gained significant attention in recent years from numerous sectors including the Office of Housing and Urban Development and the National Taskforce on Civic Learning and Democratic Engagement. Thanks to the work of organizations like Campus Compact, Community-Campus Partnerships for Health (CCPH), the Clinical and Translational Science Award Consortium and others, we have a greater understanding of the principles and frameworks outlining how potential partners should enter into, sustain, assess and celebrate their partnerships
Connecticut Campus Compact (CTCC) convened statewide representation from our members’ partnerships as well as community advisory members for a series of meetings and online exchanges to consider ways to strengthen community-university partnerships. These professionals were selected because of their history with Connecticut communities and universities. A common objective emerged from these conversations. This was to produce a tool to guide the establishment and monitoring of campus-community partnerships.
Learn more here