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) 

Nashman Faculty Spotlight: Erin Wentzell

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

One Year Later: Knapp Fellow Kristen McInerney

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!

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How to get course credit for attending the Spring 2019 Symposium

We are glad you’re here and learning about community engaged scholarship.

To get course credit just follow these steps

  1. Log on to your GW Serves GivePulse Account https://gwserves.givepulse.com

  2. Click on Classes, click on spring 2019, click on your class and scroll down to your class wall. https://gwserves.givepulse.com/group/classes/159231?term=Spring+2019

  3. Post your answers to the prompts that are posted on your class wall your professor can see the answers there and award your credit.

  4. Don’t forget to click Submit!

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

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