Are you looking for an internship this summer or fall or advising students who are seeking internships?
The Haas Center at Stanford University shared a great tip sheet for students working in a remote internship, or for those setting up remote internships. Click here for tips!
NCoC launched a new initiative in March called the “Learn, Ask, and Share” network in response to the COVID-19 pandemic. Their focus is to bring local leaders valuable tools, information, and partnership to help everyone adapt and achieve full participation in their own communities.
They've covered great topics like vote by mail, managing anxiety, and combating disinformation. NCoC also launched a series on “Talking to Your People Online.”
They are partnering with the Students Learn Students Vote Coalition team who rapidly shifted their entire in-person voter engagement strategy to online efforts learn more about their work here.
Founded nearly a decade ago, with the aim of improving quality in community-campus partnerships advanced in the name of global citizenship, The Globalsl Network now represents more than 15 institutions concerned with best practices and transformative outcomes.
Keynotes and plenaries will focus on Asset-based Local Engagement and Inclusive Community Building in the United States, On-Campus Organizing to Ensure Ethical Engagement in Health-Related Environments around the World, and The Praxis of Engineering: Theory and Value-Driven Practice. A full program is forthcoming; the overall schedule is available here. Early bird registration ($350) is available through July 15; be sure to book your accommodations and travel.
Collaborations: A Journal of Community Research and Practice is a partnership between the University of Miami and Rutgers University that operates using a non-profit, open access (OA) model. Collaborations are free for anyone to read and there are no submission fees or article processing charges (APCs) whatsoever for authors and dedicated to the open dissemination of peer-reviewed scholarly and/or applied work that features mutually beneficial collaboration between university and community partners.
The journal is interested in papers (or other media) authored by or in close collaboration with community members and submissions from students involved in community-engaged learning, research, and action.
A great opportunity to disseminate community-engaged scholarship!
April 03, 2019
Professor Leslie Jacobson, a Nashman Affiliate Faculty member and chair of the Faculty Learning Community on Community Engagement and the Arts, was honored at a retirement celebration commemorating her 42 years of teaching at GW and her commitment to students and the community. Read the coverage in GW Today about the event here. You can click here to learn more about our FLCs and click here to learn more about our other great Nashman Affiliate Faculty!
May 10, 2019
Thanks to everyone who attended, presented and supported the Spring 2019 Nashman Symposium on Community Engaged Scholarship!
The symposium brought students and faculty from The Schools of Nursing, Business, Engineering, Education, Medicine, Media and Public Affairs, Columbian College, community partners working with students in courses and members of the GWU community together for an afternoon of community engaged scholarship discussion and dissemination. 75 students presented their work at the symposium showcase using video galleries, posters or laptop presentations to show attendees their research findings in unique ways. Students discussed a wide variety of topics-some presented information on their service site, others showcased community engaged research projects. Many of the student presenters are enrolled in courses designated by the Nashman Center as community engaged https://givepul.se/0xnbhq and their research and service in the community are woven into course objectives.
During lunch participants discussed data from the National Center on Citizenship DC Civic Health Index https://ncoc.org/research-type/2014dcchi/ at their tables with faculty facilitators and challenged each other to think about what kind of neighbors we are when we work with and in the DC community.
The day ended with reflection panels led by students and faculty with discussions on a wide range of issues including sustainability, Knapp Fellowship and Eco-Equity Projects, service with Latinx communities, community service as good business, pathways to service and issues of race and service.
We thank everyone for being part of Community Engaged Scholarship at GWU!
The symposium brought students and faculty from The Schools of Nursing, Business, Engineering, Education, Medicine, Media and Public Affairs, Columbian College, community partners working with students in courses and members of the GWU community together for an afternoon of community engaged scholarship discussion and dissemination. 75 students presented their work at the symposium showcase using video galleries, posters or laptop presentations to show attendees their research findings in unique ways. Students discussed a wide variety of topics-some presented information on their service site, others showcased community engaged research projects. Many of the student presenters are enrolled in courses designated by the Nashman Center as community engaged https://givepul.se/0xnbhq and their research and service in the community are woven into course objectives.
During lunch participants discussed data from the National Center on Citizenship DC Civic Health Index https://ncoc.org/research-type/2014dcchi/ at their tables with faculty facilitators and challenged each other to think about what kind of neighbors we are when we work with and in the DC community.
The day ended with reflection panels led by students and faculty with discussions on a wide range of issues including sustainability, Knapp Fellowship and Eco-Equity Projects, service with Latinx communities, community service as good business, pathways to service and issues of race and service.
We thank everyone for being part of Community Engaged Scholarship at GWU!
Pen to Paper is an academic writing retreat designed to provide time, space, and resources to guide faculty, professional staff, graduate students, and community partners working on manuscripts related to service-learning and community engagement. The two and a half-day retreat provides participants with time to discuss ideas with and receive feedback from editors, share ideas with peers, and write.
Each year attendance is intentionally kept to a minimum in order to foster personal connections the small group provides the space participants need to focus on engaged scholarship. Registration and information here https://indianacampuscompact.org/pen-to-paper/
Professor Ryder is an Associate Professor of Writing specializing in service learning, composition, academic literacy, faculty librarian partnerships for teaching academic research, rhetoric of democracy, public and community writing. Itohan Amu, a Community Engaged Scholar at the Nashman Center, sat down with Dr. Ryder to learn more about her work.
She has two current publications. The first is a book, Rhetorics for Community Action: Public Writing and Writing Publics https://www.amazon.com/Rhetorics-Community-Action-Cultural-Pedagogy/dp/0739137662 . The second is an article about her evolving understanding of the community partners that she works with, From Reciprocity to Interdependence: Mass Incarceration and Service Learning available here http://proxygw.wrlc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=121172789&site=ehost-live
We asked Professor Ryder how she incorporates service learning into her courses. She allows “students to work with organizations in DC in order to have a context to really think about language, writing and communication and also because it sparks some questions that students will often research”. She made clear that she likes it because it helps people to understand that there’s a deeper purpose for the scholarship that happens at the university and understand the amount of impact that the students can make on the community by answering real world questions. Over the years, Professor Ryder has worked with over 20 community partners including: Life Pieces to Masterpieces, DC Central Kitchen, Free Minds Book Club, US Dream Academy and many more.
During the course of her class, Professor Ryder talks about what’s actually happening among community organizations and how they conceptualize social change while doing their work and what it means to bring a community together. Professor Ryder believes that it is important for GW students and professors to be involved in the community because it forces them to keep testing their assumptions. It’s important for them to understand the issues happening today and the new layers that come with it. She stated that “what’s happening on the ground is dynamic and if we’re not plugged into that, then scholars and teachers are not necessarily doing their scholarship fully and are teaching in a limited way. Having that engagement with community keeps them humble and keeps them to adapt theories and goals.”
The Nashman Center appreciates Dr. Ryder’s work as a Nashman Affiliate, she chairs the Black Lives Matter Faculty Learning Community learn more about their work here and community engaged work in her course which you can learn more about here.
Abstract: Relational social justice integrates psychological theories and practices with political and social change paradigms to situate relationships as central to ethical decision making. The core of this approach entails strong assurance of human rights and commitment to dialogue across racial, cultural, social, and political differences. Typical patterns that characterize protesters and opponents as enemies are replaced with both functioning as partners in the quest for social change. Art therapists can employ the relational approach to ethics when engaging with policymakers, colleagues, and clients to challenge injustice and reimagine societal norms.
Download article here through Gelman Library Access: https://www.tandfonline.com/doi/full/10.1080/07421656.2018.1554019
Learn more about Dr. Potash’s work here: http://arttherapy.columbian.gwu.edu/jordan-potash and here http://www.jordanpotash.com/
I am drawing connections between their sense of belonging and creating a community of practice
“I am drawing connections between their sense of belonging and creating a community of practice within our school community to help affect their academic achievement.”
Kristen Mclnerney is a Knapp Fellow for the 2018-2019 school year. Her research is on newly arrived immigrant students’ experiences in high school and honoring their voices. She has some big takeaways from her Fellowship year. “I have learned so much this year, including survey development, utilizing quantitative and qualitative methods, and going through the IRB process. It has been a difficult but great year. What first started as just ideas, has started to come to fruition. I still have a lot to do but the research is coming together in a way that I never thought was possible. The Nashman Center connected me with the GW Art Therapy Department to build community connections for the school that I work at and also with Dr. Jordan Potash who has helped create a living mural lesson plan that will help our students and staff create a mural.”
The Knapp Fellowship made Kristen’s ideas possible and she completed a pilot study. “The funds have helped me get study items translated to Amharic, Dari, Spanish, and Arabic for my students and their families. Translation services are very expensive; the Fellowship enabled me to make the IRB and research process accessible in home languages.” Kristen recently presented her preliminary data at the CIES conference in San Francisco in April. She notes that this work will extend into next year, and data from the pilot study, will inform a larger study in the fall, Kristen’s dissertation study. Presenting at the Symposium provides her with the opportunity to receive feedback and connect with other students. She notes, “the opportunity to present at the community Symposium through the Nashman Center provides practice in presenting my data and opportunities to connect with other students and faculty. I even had a few students volunteer to help as research assistants in the Fall. The connection with folks and the questions they ask after they heard my presentation was a great opportunity to get feedback.” McInerney finds her two-year research process very rewarding. “Through the Nashman Center, I’ve connected the community with my school. There are doors being opened now with faith-based organizations and other parts of GW with my school. I’ve learned that our GW and local community is extremely generous and that there are bridges just waiting to be built. It’s absolutely worth taking the time to build those bridges and deepen those connections between the community and our school.”
Kristen has undeniably made great connections in her Knapp Fellowship year to propel her project even further. The Nashman Center is proud of Kristen’s community engaged scholarship!
December 6, 2019 /
We are glad you’re here and learning about community engaged scholarship.
To get course credit just follow these steps
See pictures below if you need help! Have a great day at #SymposiumGW and learn about how to extend your Community Engaged Scholarship by following us @NashmanFaculty
Erin Wentzell is an assistant clinical professor in the School of Medicine and Health Sciences Department of Health, Human Function and Rehabilitation Science and the Academic Director for Pediatric Physical Therapy Residency between GW Physical Therapy program and Johns Hopkins Hospital. She is part of our Nashman Affiliated Faculty and recently Itohan Amu, a Scholar with the Nashman Community Engaged Scholarship team sat down to learn more about Wentzell’s work.
As an instructor Wentzell teaches a community engaged service-learning course called “Interprofessional Community Practicum”, which discusses health equity, social determinants of health, and how health is impacted by community and socio demographic factors. Professor Wentzell incorporates service learning into her course, her students work with community partners in the DC area who work with underserved populations. Students hear about the communities in class but are able to see it face to face and understand it better through their service and partnership.
Professor Wentzell and her course work with community partners that look at health in a broader sense in underserved populations. Catalysts sports, Whitman Walker Health and Youth Services, Washington Senior Wellness, Department of Defense, HSC Kids in Action adaptive sports program, NRH adaptive sports and boxing program, The Playtime Project, the National Park Service just to name a few. While teaching this course, professor Wentzell has learned that she’s not the only one out there doing community engaged scholarship. She is motivated by the amazing people in the DC area with a level of passion and engagement. She noted that while “it takes a lot of upfront work to set up partnerships, there is nothing compared to it, because students end up learning from it, the community benefits from it, and we are proud of it at the end.”
Wentzell believes that it is important for GW professors and students to be involved in the community because they need to realize that we are all neighbors and part of the Foggy Bottom community. However, she notes it is also important that we ensure it is reciprocal relationship, the community helps the students grow and develop and we can make an impact in the community and that makes the community a better place for all of us.
Wentzell imparted some healthy wisdom to an outside of GW audience recently check out her quote in w Outside magazine https://www.outsideonline.com/2393660/ask-your-doctor-if-nature-right-you
Project: Parent and student knowledge, attitudes, and perceptions of sports injuries and feasibility of expanding athletics activities diversity in a community non-profit organization.
Working in partnership with Beacon House in DC’s Ward 5, Colleen Packard gathered data to assess parent and student perceptions of youth sports, and readiness to expand interest from tackle football to sports with less risk for young athletes.
Colleen Packard was a Masters student in Community-Oriented Primary Care in the Milken Institute School of Public Health.
Read more about her research below, and read more about the Nashman Prize here.
Colleen did research with Beacon House, a non-profit organization located in the Edgewood Commons complex of Washington, DC whose mission is to close the education achievement gap for children in Ward 5. Beacon House’s athletics program is a signature offering of the organization, and the tackle football program is the largest and most successful of the sports offered.
However, with increased awareness of concussion risk in youth sports, Beacon House requested this research be done in order to adequately inform any future action by its administration. The purpose of this study was to conduct an assessment of parent and student perceptions of youth sports injuries. The study also surveyed Beacon House parents and students to see how the athletics program could potentially expand in the future. The mixed-methods study utilized survey measures and focus groups to measure both parent and student knowledge, attitudes, and perceptions of concussions. The athletics interest form furthermore showed which sports parents and students are interested in playing, either in lieu of or in addition to tackle football. All methods were reviewed by Beacon House before beginning data collection, and Beacon House staff were integral to participant recruitment.
Gillian Joseph was one of two winners for the 2018-2019 Knapp Fellowship Award. Her research project, Find Our Women, began with Gillian talking to women who were survivors, and family members of Indigenous women that are missing, murdered or victims of violence. She did this work within her honors thesis research and wanted to find protective factors for these Indigenous women. She began looking at the Dakota Access Pipeline camp, and concluded that decolonizing a space/society is a protective factor for violence against Indigenous women.
To learn more about Gillian’s early phases of the research project, and her inspirations for the project read this article!
After one year of Gillian’s groundbreaking community-based research, she was published in the APA journal through an internship at the American Psychological Association. She focused on Native American issues and met a Native American psychologist, who helped her publish a paper about the intersection of psychology and violence against women. She also has another article under review in the Journal of Indigenous Research .
To read Gillian’s journals click these links:
APA Journal: https://www.apa.org/pi/oema/resources/communique/2018/11/standing-sisters Journal of Indigenous Research: https://digitalcommons.usu.edu/kicjir/
Gillian is creating a non-profit organization, Project Find Our Women, which gives money to Indigenous women to tell stories from their communities that aren’t being seen or heard so that other women can relate, and reach out if they are feeling the same violence or treatment. Learn more about Project Find Our Women here.
Gillian is graduating from GW and will get her master degree through a program called Erasmus Mundus, which is a program through the EU and fully funded. She will focus on cross-cultural psychology. She wants to continue her work and extend it to other Indigenous populations. She also wants to expand her non-profit and tell different stories. Gillian has done excellent work, her progress in a year is just amazing. Nashman is so proud of Gillian, and we're excited to see what her future holds!
