Dr. Dana Hines, Assistant Professor of Nursing, recently published HIV Testing and Entry to Care Among Trans Women in Indiana. In the article, Hines and other scholars conduct “in-depth interviews regarding participants' HIV care experiences were analyzed using standard content analysis.”
...continue reading "Community Engaged Faculty, Dr. Dana Hines"
Dr. Joyce Pulcini, a Professor of Nursing, was the Director of Community and Global Initiatives and served as the Chair of the Acute & Chronic Care Faculty Community. ...continue reading "Community Engaged Faculty, Dr. Joyce Pulcini"
The Nashman Center recently shared a white paper with the GW faculty-led strategic planning committee on High-Impact Research. This committee is one of four, who will draft strategic planning reports to guide GW for the next five years toward President LeBlanc's vision for: world-class faculty, high-quality undergraduate education, distinguished and distinctive graduate education, and high-impact research. https://strategicplan.gwu.edu
The white paper, "Recognizing, Incentivizing, and Rewarding Community-Engaged Scholarship" was reviewed by the members of the High-Impact Research faculty committee. It defines community-engaged scholarship, identifies the challenges to faculty doing this work in the context of departments that favor more traditional approaches to academic work, and provides a list of recommendations. It is a synthesis of the year-long discussions of the 2018 Nashman Center Faculty Learning Community on Recognizing Community-Engaged Scholarship in Promotion and Tenure, at George Washington University.
If you would like to add your name in support of the sentiments expressed in the paper, please write Wendy Wagner: wagnerw@gwu.edu.
As the new year and semester begin, faculty have the opportunity to get involved in new Faculty Learning Communities (or FLCs). These are groups that meet monthly to explore an issue of interest with a small group of faculty from a variety of disciplines and are each chaired by a certain faculty member. For the year 2020, there are currently 3 FLCs:
FLC chairs are selecting meeting times now, based on the availability of those interested. Contact Wendy Wagner (wagnerw@gwu.edu) as soon as possible to be included.
Thank you to students, faculty, and community partners who shared their experiences, disseminated their findings, and learned about other campus/community initiatives. ...continue reading "Thank you for joining us for GW’s Fall 2019 Symposium!"
Join Nashman Affiliate Faculty members Howard Straker, EdD, MPH, PA Assistant Professor, GW SMHS Director, GW PA/MPH Program & Susan LeLacheur, DrPH, PA-C Professor, GW SMHS Department of Physician Assistant Studies, for Session 4 of the Health Equity Series. ...continue reading "How to Talk about Race, Power, and Privilege in the Classroom"
Sandy Hoar, Assistant Clinical Professor of Physician Assistant Studies and Global Health, helped plan and facilitate a very successful international workshop, "Effective Partnership Practices for Social Change in Global Health!", for the Community-Based Primary Health Care working group of the International Health section of American Public Health Association, November 2, 2019. ...continue reading "Congratulations to our Nashman Affiliate, Professor Sandy Hoar"
Dr. Susan LeLacheur, Associate Professor of Physician Assistant Studies, recently published with other scholars, Minority Physician Assistant Faculty: A Phenomenological Assessment of Factors Leading to Retention in the Faculty Role. This article focuses on “improving racial and ethnic diversity in the physician assistant (PA) profession is important to providing better care for underserved communities” (LeLacheur et al. 79). To read Professor LeLacheur et al.'s article, please click here. ...continue reading "Community Engaged Faculty, Dr. Susan LeLacheur"
Award winning multimedia producer and Assistant Professor in the School of Media and Public Affairs, Dr. Imani Cheers recently published The Evolution of Black Women in Television: Mammies, Matriarchs, and Mistresses. To read the beginning of Dr. Cheers’ recent publication, please click here. To acquire the entire text, please click here to view its reserve options through Gelman Library. To view purchasing options, please click here. To learn more about Dr. Cheers, please click here to visit her website. ...continue reading "Community Engaged Faculty, Dr. Imani Cheers"
The online peer-reviewed journal, Science Education and Civic Engagement is seeking papers for the winter issue. They seek papers that utilize civic issues to engage students in relation to math and science. It aims to educate students so they become more active participants in their communities.
More information on the journal itself can be found here.
Submission guidelines can be found here.
The Center for Information & Research on Civic Learning and Engagement (CIRCLE) launched a program called ‘Growing Voters’ which aims to not only engage 18-19-year-old voters around election time, but give them a comprehensive election education, starting at an early age. It found that “... we’re missing an opportunity to instill civic habits early in life and to tackle disparities in access before they become harder to address...” CIRCLE hoped this effort would reduce the voting gap between this block and the rest of the ‘youth’ (18-29) voters.
CIRCLE found that facilitative voting and early registration policies can be beneficial in increasing the youth vote, a specific example being online voter registration. Another possibility is to allow youth to be involved in and inform the election process, such as through serving as election judges or poll workers. A robust and required civics education can greatly increase voter turnout among youths.
Colorado and Nevada are two states that have done a particularly good job at implementing many of these measures while having competitive elections, and as such have among the highest youth voter turnouts.
To read the full article published by CIRCLE, click here
The 2020 Civic Learning and Democratic Engagement (CLDE) Meeting brings together different members of the higher education field with the goal of ensuring all students graduate from their universities and colleges with the abilities to be informed and engaged citizens. The conference discusses ways to increase civic capacities: civic ethos, civic literacy and skill building, civic inquiry, civic action, and civic agency.
CLDE 2020 has opened their call for program proposals. It is asked that presentations focus on a question from the CLDE Theory of Change. Proposals will be accepted until January 31, 2020.
The CLDE 2020 will take place in Minneapolis, Minnesota from June 3-6, 2020. Find out more information here.
Campus Compact Indiana created ‘Best Practices in Assessing Community Engagement’ (BPACE) as a tool for educators and students that has brought together many different ideas and approaches to community engagement.
As a part of the online course ‘Civic Learning During College,’ participants will develop and implement an assessment plan, focused on how to incorporate a civic dimension to student learning. The course will help students understand how different civic outcomes apply to their work, what assessments work best and how to implement them.
This course is 100% online and involves no in person meetings or travelling. The deadline to enroll: November 29, 2019. For more information, click here.
The Global Citizen Forum: Struggles, Strategies, and Solutions for Diversity, Equity, and Inclusion in Higher Education, hosted by Drake University and University of KwaZulu-Natal, are calling for presentation proposals.
The conference brings educators, students, and scholars from many fields to discuss ways to create a more diverse higher education field. The conference will focus on:
The conference will be held at Drake University in Des Moines, Iowa on March 4-7, 2020. Presenter submissions will be accepted on a rolling basis with final decisions being made by January 15, 2020.
If you would like to learn more about the conference or check out the electronic submission form, click the links.
For their Winter 2021 issue, the Michigan Journal of Community Service Learning (MJCSL) is publishing a joint issue with the National Center for Institutional Diversity (NCID).
In the past, there have been critiques on some aspects of service-learning, as some scholars see challenges in the implementation of it, in a way that also takes action of the larger systemic structures that inhibit social justice.
This issue will focus on how to develop community engaged scholarship that puts social justice at the center. The journal is looking for papers that explore these challenges, discuss lesser understood portions of service-learning from a new perspective, explain research methods that accurately capture social justice efforts, or bring an interdisciplinary approach to solving this issue. The papers must include a self-reflective component.
The deadline to submit a proposal for the special issue is January 15, 2020. Find out more about the submission guidelines here
