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Concurrent Session 7
Tuesday, October 4, 2011
11:15 a.m. - 12:30 p.m.
This session is convened by Dorothy Reed, Purdue University.
Towards Determining the Extent of Engaged Scholarship for SET
Patricia Gouws, University of South Africa; Jan C. Mentz, University of South Africa
The College of Science, Engineering and Technology at UNISA uses Lego robotics to engage with the target community of school-going learners so as to generate and encourage an awareness of SET. Engagement is thus on a scholarly (yet fun) dimension that captures the attention of the community.
Translating Complex Science to Many Audiences
Robin Tinghitella, Michigan State University; Lynn Sametz, University of North Carolina - Greensboro; Dickson Wambua, University of North Carolina - Greensboro
The National Science Foundation's Graduate STEM Fellows in K-12 Education program is designed to enable graduate students to increase their ability to communicate complex scientific issue to multiple audiences especially students, K-12. This unique partnership benefits teachers, K-12 students and graduate students as everyone learns more and better science.
IW2K! - Motivating Youth in Science, Engineering, and Technology
Joanna M. Skluzacek, University of Wisconsin-Extension
IW2K! (I Want to Know!) camp provides an activity-Based format for middle school age youth to explore STEM topics. Learn how this, and other programs of the Wisconsin 4-H STEM Team, are supporting the national 4-H initiative to involve a million new youth in science programs by 2013.
Science Education Assistants for Elementary Schools in Japan
Nozomi Hotta, Ochanomizu University; Koji Miyamoto, Ochanomizu University; Kazuyoshi Chiba, Ochanomizu University
We present our practices aimed at developing science education assistants in elementary schools in Japan.
Symposium 19: eXtension Room: 103
This session is convened by Edward Mullins, University of Alabama.
Grantsmanship for Online Equine Education: Leveraging Innovative Tools and Partnerships
Karen Waite, Michigan State University; Elizabeth Greene, University of Vermont; Christine Skelly, Michigan State University; Jennifer Whittle, University of Kentucky; Gwyn Heyboer, Michigan State University
The Partnership between eXtension Horse Quest and My Horse University has resulted in NIFA and AFRI competitive grants to develop an online youth equine safety curriculum, multiple learning lessons, and webinars on equine genetic issues, as well as funding portions of faculty and staff salaries.
MyHorseUniversity and eXtension HorseQuest: A Successful Model for Educational Partnerships
Christine Skelly, Michigan State University; Elizabeth Greene, University of Vermont; Karen Waite, Michigan State University
eXtension HorseQuest (www.extension.org/horses) and My Horse University (www.myhorseuniversity.org) have a formal partnership to share curriculum resources and promote education in the field of equine science. The successful partnership has resulted in online content creation and delivery, national presentations and promotion, and financial stability through sponsorships and grants.
Keeping Expert Contributors and the Audience Engaged Over Time
Elizabeth Greene, University of Vermont
eXtension's HorseQuest Community of Practice shares strategies and processes to engage content experts, collaborators, and partners in an online educational environment from initial development, through upkeep and maintenance, to investigation and incorporation of new methods/technologies. Effective methods for establishing financial stability and documenting impact will also be outlined.
If You Build It, Will They Come? Promoting eXtension Locally
Elizabeth Greene, University of Vermont; Michael Lambur, Virginia Tech
The purpose of this presentation is to demonstrate training tools to promote use of the eXtension public and internal sites among local specialists, agents, educators, and staff. The goal is to identify how eXtension can be a resource for their programming efforts, and to pass that on to clientele.
Symposium 20: Community Engaged Research with Latino Communities Room: 104
This session is convened by Fay Fletcher, University of Alberta.
Nutrition & Physical Activity in a Summer Migrant Classroom
Jill F. Kilanowski, Case Western Reserve University
This was a 2-year, community-based pilot embedded in summer Migrant Education Programs (MEPs), a free program that offers migrant children remedial instruction. This quasi-experimental repeated measure study used 2 Michigan MEPs, and tested the effectiveness of health promotion education in nutrition and physical activity for grades 1 to 8.
It is More Than Speaking Spanish: Community-Based Research with Hispanics
Rubén Martinez, Michigan State University; Pilar Horner, Michigan State University; Celina Wille, Michigan State University
The methods, results, and practical implications of interdisciplinary research projects focused on Latino communities in Michigan will be discussed. Panelists will present the multidisciplinary, community-based research challenges inherent in working with Latino communities, and will emphasize the need for the development of organic relationships for long-term sustainable partnerships.
Workshop 31: A Comprehensive Trails Project: Developing and Maintaining Partnerships Room: Riverside
This session is convened by Ghada Georgis, Michigan State University.
Anne Statham, University of Southern Indiana
Interview data with 25 partners in a university trails project that involved students in rehabbing a campus trail and then expanded to engage students in a community-wide effort to provide hiking and biking trails throughout the area. The project focuses on community health issues and sheds light on partnership issues and solutions.
Workshop 32: ABLe Framework: Conceptual and Methodological Tools for Promoting Systems Change Room: 101
This session is convened by Robert E. Brown, Michigan State University.
Pennie Foster-Fishman, Michigan State University; Erin Watson, Michigan State University
This workshop will describe the ABLe Change Framework and describe how it facilitates attention on the content and process of transformative community change. It will introduce participants to the framework and provide instruction on how to implement its three methods: systemic action learning, small wins, and simple rules.
Workshop 33: IUPUI Solution Center: An Innovative Model for University-Community Engagement Room: Red Cedar B
This session is convened by Matthew L. Bishop, University of Georgia.
Christine Fitzpatrick, Indiana University-Purdue University Indianapolis; Sarah Tansy Zike, Indiana University-Purdue University Indianapolis
The IUPUI Solution Center is an innovative model for campus-community engagement and entrepreneurial thinking. This presentation will focus on the partnerships, funding sources, and methods used to develop successful community-university collaborations. Data from 2006 and 2011 impact studies and student, faculty, and community surveys will be presented.
Workshop 34: Where's Waldo? Finding and Communicating Outreach Using Innovative Website Technologies Room: 62
This session is convened by Katherine Loving, University of Wisconsin-Madison.
Jeanne McDonald, University of Colorado - Boulder; Linda Molner Kelley, University of Colorado - Boulder
This interactive workshop demonstrates how a large, research university created an integrated, online campus hub for its previously isolated and often unknown outreach and engagement programs. Presenters will share implementation processes, flexible applications serving a variety of purposes and audiences, enhanced data-gathering capabilities, and potential adaptations for other campus contexts. Attendees are encouraged to bring laptops to this session.
Workshop 35: Building Institutional Capacity for Community Engagement: Lessons Learned Room: 106
This session is convened by Valerie Osland Paton, Texas Tech University.
Jeri Childers, Virginia Tech; James M. Dubinsky, Virginia Tech
In the Engagement Academy for University Leaders participants develop plans for engagement customized for their institution. An assessment is being conducted of the program. Aspects of program impact will be shared, including: characteristics of the institutions, teams, and leaders participating; examples of their plans; and issues they face in deployment.
Workshop 36: St. Thomas University/Port-de-Paix, Haiti, Global Solidarity Partnership Room: Heritage
This session is convened by Rosemary Potter, University of Wisconsin-Extension.
Anthony Vinciguerra, St. Thomas University
How can universities focus their community-engagement to both optimize student learning as well as increase community impact? The St. Thomas University/Port-de-Paix, Haiti, Global Solidarity Partnership provides one model of how multiple levels of community-based research and learning can be project-focused to enhance learning, empower local communities, and support long-term development.
Poster Symposium 6: International Engagement at Home and Abroad Room: Michigamme
This session is convened by Gary Morgan, Michigan State University.
Community Engagement Abroad Increases Extension Educators' Local Cross-Cultural Competencies
Celina Wille, Michigan State University; Larry G. Olsen, Michigan State University; Gretchen L. Hoffing, Michigan State University; Dixie Sandborn, Michigan State University
In the midst of dwindling funding for international activities, MSU Extension understands and supports the need to equip extension educators with competencies necessary to perform successfully in local culturally-diverse environments. Four MSUE educators identified novel approaches for cross-cultural skill development through community engagement experiences abroad, yielding greater benefits than anticipated.
Mapping: A Strategic Tool for NGO Asset Evaluation and Planning
Bradley Doudican, Ohio State University
As exemplified by a project in Honduras, the process of mapping as a first step in technical project partnership has been shown to produce dividends far beyond the accounting of physical assets of an NGO. Significant gains in strategic physical, social, and cultural opportunities are provided to both partners.
Engaging Through International Psychology, the Bridge to Global H.O.P.E.
Tiffany Masson, Chicago School of Professional Psychology; Erica Rumpel, Chicago School of Professional Psychology
What is H.O.P.E? Our students and faculty travel annually to Rwanda to foster H.O.P.E., Healing Opportunities through Powerful Engagement. We will explore the three phases of this innovative service-learning course immersed within a train-the-trainer model, while exploring the cultural significance of the emerging field of International Psychology.
From Detention Camps to North Carolina: One Hmong Family's Story
Tracy Carpenter-Aeby, East Carolina University; Victor G. Aeby, East Carolina University; Victoria C. Aeby, East Carolina University; Shauna K. Daniels, NOVA Behavioral Health Care
Hmong families have relocated from Thailand detention camps to the United States. Narrative life history interviews revealed one family's attempts to preserve the oral history of the Hmong culture. The interviews gave the family a forum to expose and discuss their secret journey along with their sacrifices and triumphs.
International Embedded Field-Courses: Emulating Professional Science Practice while Embracing Conservation
Jacqueline McLaughlin, Pennsylvania State University - Lehigh Valley; Kathleen Fadigan, Pennsylvania State University - Abington; Darin S. Munsell, Illinois Institute of Technology
International experiential teaching and learning in the 21st century can make science education more rigorous and relevant. Two embedded field courses (Costa Rica/Panama and China) and the tested "field-course experiential learning model" that frames them will be showcased with emphasis on implementing authentic scientific inquiry while addressing real-world environmental issues.