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:
- Black Lives Matter, Co-chairs Maranda Ward and Susan LeLacheur
- Writing for Publication Accountability Group, Chair Imani M. Cheers
- Democratically Engaged Assessment, Chair Wendy Wagner
FLC chairs are selecting meeting times now, based on the availability of those interested. Contact Wendy Wagner (email@example.com) as soon as possible to be included.
Students who have had impactful experiences through their community engaged scholarship should consider these next steps in sharing their work and continuing their scholarship:
Submit a proposal for funding to implement a new initiative that builds from the engagement and learning from your course. Several opportunities exist via the Honey W. Nashman Center’s GW Upstart program. Students with relatively small projects can consider the Public Service Grant Commission. Those with larger-scale initiatives might consider the Eco-Equity Challenge, Projects for Peace, or the Knapp Fellowship for Entrepreneurial Service-Learning. More information on all of these can be found here.
Submit a paper for publication to the International Undergraduate Journal for Service-learning, Leadership and Social Change. Accepted papers include project descriptions, case studies, and reflections.
Submit a paper for the Chase Prize. If you have written a piece that is about Washington, DC, you are encouraged to submit it to the University Writing Program's Julian Clement Chase prize.
Apply to be GW's Newman Fellow. The Campus Compact Newman Civic Fellowship program sponsors one student per participating institution to be a part of this national cohort of social change leaders. Nominations are open until Jan 20, 2020 (students also have the option to self-nominate).
The Nashman Center is in the process of creating a new area of our website that will disseminate examples of community engaged scholarship by GW faculty and students. We are asking for both faculty and students to submit their work.
These examples of community engaged scholarship should contribute to the public good and occur in the context of reciprocal, mutually beneficial, community partnerships. Scholarly products can include research papers, advocacy pieces, presentations, creative work, product designs, lesson plans, academically grounded reflection papers or other course work.
Please know that the Nashman Center staff will review each work and contact any relevant community partners for their permission to feature the work on our website.
Students can submit work via this webform: http://gwserves.givepulse.com/survey/take/k0TAcTWJhf88HSIJHZHC
The latest issue of the IARSLCE Journal, Volume 7, Issue 1 (2019) is available now. Access here: https://ijrslce.scholasticahq.com
Take special note that Nashman Faculty Affiliate, Dr. Lottie Baker is published in this issue, related to her work on language acquisition and service-learning.
Articles in this issue include:
- Addressing complex public problems through coalition-based approaches: Collective impact and the CEP Competencies
- Exploring the differential effects of Service-Learning on students' sense of belonging: Does social class matter?
- A randomized study of mindfulness and service-learning with students in Vietnam
- Community-based service-learning in language education: A review of the literature
- Improving academic-community partnerships: A case study of a project investigating attitudes about diversity
The Community-Campus Partnerships for Health newsletter announced: CCPH Forums, a new virtual hub for members of CCPH.
The CCPH Forums are a virtual hub for CCPH members and colleagues to post, comment on discussions, give advice or collaborate on all things community-campus partnerships. The CCPH Forums are a free resource that anyone can access, with forums specific to CBPR, CBPR Jobs Board, Community-Engaged Scholarship, and -- for members only -- the CCPH Members Community Board. In addition to the usual postings of news items such as conferences and funding opportunities, what distinguishes CCPH Forums is the opportunity to start a discussion thread to ask questions or seek advice with all the responses on one page so that everyone can benefit from the information they gathered. You can subscribe and receive email notifications to any forum or thread by selecting the "Subscribe" button on the top right corner of the forum webpages."
GW Noyce Scholarship: Scholarships up to $20,000 per year are available for juniors and seniors admitted into the Noyce program, which supports STEM majors on their journey to become teachers in high-need schools after graduation. For more information or to apply visit https://noyce.columbian.gwu.edu/. Early Consideration deadline is December 1, 2019. ...continue reading "GWTeach Scholarships"
We encourage you to listen to this recent "Higher Ed Rewired" podcast episode, with a great example of community engagement in STEM.
CSU East Bay students build off-grid solar power and lighting systems designed to alleviate energy poverty—a lack of access to modern energy services. These projects are completed alongside K-12 students, as peer-led service-learning projects. This design creates opportunities for college students to use their learning to do problem solving and excites K-12 students in STEM fields.
Link to the podcast episode here.
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