Spring Edition: Partnerships: A Journal of Service-Learning and Civic Engagement

The journal is available online here. Readers will find specific examples and programs to encourage democratic engagement that counters the inequalities and culture of fear we witness worldwide. Scholars taking to heart the mission of community engaged scholarship recognize that when students are introduced to community concerns, and provided the opportunity to contribute and even impact program outcomes, the world benefits from having stronger citizens who develop personally and professionally through robust partnerships and collaborations.


·         Stronger when combined: Lessons from an interprofessional, jail-based service-learning project

     Kerry Dunn, Shelley Cohen Konrad      

·         Combining Community-Based Learning and Project-Based Learning: A Qualitative Systemic Analysis of the Experiences and Perceptions of Students and Community Partners

João Alberto Arantes do Amaral           

·         Voices from the Field: A Qualitative Exploration of Community Partners’ Definitions of Service-Learning

      Jaya Davis, Elissa Madden, Courtney Cronley, Krystal Beamon               


·         Deliberative Pedagogy: Teaching and Learning for Democratic Engagement Edited by Timothy J. Shaffer, Nicholas V. Longo,Idit Manosevitch, and Maxine S. Thomas. Michigan State University Press, East Lansing. (2017)
     Cathy Hamilton            

·         Passport to change: Designing academically sound, culturally relevant, short-term, faculty led study abroad programs. Suzan Lee Pasquarelli, Robert A. Cole, and Michael J. Tyson (Eds.). Steering, VA: Stylus Publishing. (2017)

     Etsuko Kinefuchi        

·         Making Research Public in Troubled Times: Pedagogy. Activism, and Critical Obligations. M. Francyne Huckaby. Gorham, ME: Myers Education Press.(2019) 
    Mark Joseph Congdon               

Collaborations Journal of Community Research and Practice Seeks Submissions for Upcoming Issues

Student and Faculty opportunity- Submit your work to Collaborations

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 is 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!

Call for Posters Inclusion, Transformation & Ethical, Critical Global Citizenship Work

Poster presentations are now being accepted through the Call for Posters at the The Globalsl Network 6th Summit, November 3 - 5, 2019, at Clemson University. Early bird registration open now!

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.

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The Journal of Nonprofit Education and Leadership call for Submissions!

Submissions due 8/1/19 for Themed Issue on High-Impact Practices in Undergraduate Philanthropic and Nonprofit Studies

The Journal of Nonprofit Education and Leadership (JNEL) invites manuscripts for consideration for publication in a Spring 2020 themed issue on the use of high-impact practices (HIPs) in undergraduate philanthropic and nonprofit studies. Manuscripts may be philosophical, conceptual, theoretical, or historical in nature and may be within general education or disciplinary contexts directly related to philanthropic and nonprofit studies (e.g., liberal arts, public administration, business). These include studies at the course, program/department, or institutional level and may also reflect the teaching, learning, or assessment perspectives of faculty, students, administrators, or other stakeholders. A limited number of reviews of scholarly books or resources about teaching HIPs may be considered when examined from the perspective of implications for philanthropic and nonprofit studies.

What We're Reading Now: New Report on College Students and Freedom of Speech

New Report from CollegePulse via the Knight Foundation on College Students and Freedom of Speech

“There is a new class of students on college campuses, increasingly varied in background and ideology, who are grappling with the reach and limits of free speech and what it means in the 21st century. Studying their views is key to understanding the impact that they may have on rights that are fundamental to our democracy,” said Sam Gill, Knight Foundation vice president for learning and communities.”

Other key findings include:

Opinions on whether it’s more important to promote an inclusive society that welcomes diverse groups or to protect free speech are sharply divided by gender, race and religion.

  • Nearly six in 10 college women say that promoting an inclusive society is the more important value, versus 28 percent of college men. Seventy-one percent of college men favor protecting free speech over inclusivity, while only 41 percent of college women express this view.

  • Black college students are more likely than students of other racial and ethnic backgrounds to say that inclusivity is a more important value than free speech. More than six in 10 black college students agree that promoting an inclusive society that welcomes diverse groups is more important than protecting free speech. Forty-nine percent of Hispanic students and 42 percent of white students hold the same view. 

  • A majority of white (58 percent) students and half (50 percent) of Hispanic students say that protecting free speech rights should be the higher priority.

  • A majority of Mormon (81 percent), white evangelical Protestant (71 percent), white mainline Protestant (64 percent), and Catholic students (62 percent) say that protecting free speech is more important than promoting inclusivity. In contrast, a majority of Jewish students (65 percent), students who are members of East Asian religions such as Hinduism or Buddhism (60 percent), and religiously unaffiliated students (54 percent) say that promoting a welcoming, inclusive society is more important.

May 22nd Webinar: Partnerships for Environmental Public Health Webinar: Using Ethnographies and Oral Histories to Address Environmental Public Health Issues

Summer learning opportunity: Learn to use ethnography in partnerships for Environmental Public Health

Register here https://nih.webex.com/nih/onstage/g.php?MTID=efde03f87a8e8f77cdad368e8c9f5b35c  for the NIH webinar which will discuss the importance of how communities think about environmental exposures and the effects of those exposures on their lives. Hear about two projects working with community partners to collect oral histories about historical environmental exposures and their lived experience.

Presenters include:

Brittany Fremion, Ph.D., Central Michigan University

Michele Marcus, Ph.D., Emory University

Amy Schulz, Ph.D., University of Michigan

Frances Barg, Ph.D., University of Pennsylvania

Britt Dahlberg, Ph.D., Science History Institute

Summer Community Engaged Writing Projects? Register for the Pen to Paper Writing Retreat

If your summer writing list is long and your research needs to be disseminated you need a writing retreat!

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/

Faculty Spotlight Dr. Phyllis Ryder

Nashman Faculty Spotlight: Dr. Phyllis Ryder

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.

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2019 Spring Symposium Brings Community Engaged Students and Faculty together to Share Scholarship

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!

New Article Relational Social Justice Ethics for Art Therapists: Nashman Affiliate Dr. Jordan Potash

New Article! Nashman Affiliate Faculty Member Jordan Potash: Relational Social Justice Ethics for Art Therapists in Art Therapy

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/

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Panel Event May 14th: Importance of Addressing Gender within Development & Humanitarian Settings

May 14, 2019 3:00PM – 5:00PM Milken Institute School of Public Health 

950 New Hampshire Avenue NW  Room B100B  Washington, DC 20052

Event will be followed by a light reception. You can RSVP here.

Global Women's Institute (GWI) is hosting an event exploring the importance of addressing gender within development and humanitarian settings. Panelists will share their own experiences implementing programs and training others to meaningfully address gender in development and humanitarian settings.    
Panelists include:
Jeni Klugman, Managing Director, Georgetown Institute for Women Peace and Security

Alison Lazarus, Director and Independent Contractor at Creative Constructs Educational Initiatives
Clemencia Muñoz-Tamayo, Head of Training Centre and Country Representative, UN Women
Tina Musuya, Executive Director, Center for Domestic Violence Prevention (CEDOVIP)