Civic Engagement and Community Service at Research Universities: Engaging Undergraduates for Social Justice, Social Change and Responsible Citizenship

276 Pages·2016·3.683 MB·English

by  Krista M. Soria, Tania D. Mitchell (eds.)

PALGRAVE STUDIES IN GLOBAL CITIZENSHIP
EDUCATION AND DEMOCRACY
CIVIC ENGAGEMENT
AND COMMUNITY
SERVICE AT RESEARCH
UNIVERSITIES
d
Engaging Undergraduates for
Social Justice, Social Change
and Responsible Citizenship
d
Edited by
Krista M. Soria and
Tania D. Mitchell
Palgrave Studies in Global Citizenship
Education and Democracy
Series Editor
Jason   Laker
San José State University  
California ,   USA
This series will engage with the theoretical and practical debates regarding
citizenship, human rights education, social inclusion, and individual and
group identities as they relate to the role of higher and adult education on
an international scale. Books in the series will consider hopeful possibili-
ties for the capacity of higher and adult education to enable citizenship,
human rights, democracy and the common good, including emerging
research and interesting and effective practices. It will also participate in
and stimulate deliberation and debate about the constraints, barriers and
sources and forms of resistance to realizing the promise of egalitarian Civil
Societies. The series will facilitate continued conversation on policy and
politics, curriculum and pedagogy, review and reform, and provide a com-
parative overview of the different conceptions and approaches to citizen-
ship education and democracy around the world. If you have a proposal
for the series you would like to discuss please contact: Jason Laker, j laker.
[email protected]
More information about this series at
http://www.springer.com/series/14625
Krista M. S oria • T ania D. Mitchell
Editors
Civic Engagement
and Community
Service at Research
Universities
Engaging Undergraduates for Social Justice,
Social Change and Responsible Citizenship
Editors
Krista M. Soria Tania D. Mitchell
Offi ce of Institutional Research College of Education and Human
University of Minnesota Development
Minneapolis University of Minnesota
Minnesota Minneapolis
USA Minnesota
USA
Palgrave Studies in Global Citizenship Education and Democracy
ISBN 978-1-137-55311-9 ISBN 978-1-137-55312-6 (eBook)
DOI 10.1057/978-1-137-55312-6
Library of Congress Control Number: 2016941233
© The Editor(s) (if applicable) and The Author(s) 2 016
The author(s) has/have asserted their right(s) to be identifi ed as the author(s) of this work
in accordance with the Copyright, Designs and Patents Act 1988.
This work is subject to copyright. All rights are solely and exclusively licensed by the
Publisher, whether the whole or part of the material is concerned, specifi cally the rights of
translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on
microfi lms or in any other physical way, and transmission or information storage and retrieval,
electronic adaptation, computer software, or by similar or dissimilar methodology now
known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this
publication does not imply, even in the absence of a specifi c statement, that such names are
exempt from the relevant protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information
in this book are believed to be true and accurate at the date of publication. Neither the pub-
lisher nor the authors or the editors give a warranty, express or implied, with respect to the
material contained herein or for any errors or omissions that may have been made.
Printed on acid-free paper
Cover illustration: © jvphoto/Alamy Stock Photo
This Palgrave Macmillan imprint is published by Springer Nature
The registered company is Macmillan Publishers Ltd. London
N C
OTES ON THE ONTRIBUTORS
Cynthia   M.   Alcantar i s a research associate with the Institute for
Immigration, Globalization, and Education and a doctoral student in the
Graduate School of Education and Information Studies at the University
of California, Los Angeles. She earned a master’s degree from Claremont
Graduate University and a bachelor’s from the University of California,
Riverside. Her research centers on college access, transfer, and degree
completion of underserved and underrepresented students, especially as it
relates to higher education policy and practice.
Douglas   Barrera i s an assistant director with the UCLA Center for
Community Learning. His teaching and research focus on critical civic
practice and the development of a critical consciousness among under-
graduates. He is coauthor of the Council of Europe publication A dvancing
Democratic Practice: A Self-Assessment Guide for Higher Education . Barrera
holds a PhD in education from UCLA.
Rose   Cole i s a PhD student at the University of Virginia at the Center for
the Study of Higher Education. She holds a master’s degree in public admin-
istration from West Virginia University and worked for both the honors col-
lege and leadership studies program at that same institution before pursuing
her doctoral studies. Her research interests include globalization, diversity
and equity, and citizenship and civic engagement in higher education.
Claire   E rickson is an undergraduate student in the Communication
Studies Department at the University of Minnesota, Twin Cities. Her
research interests include interpersonal communications and small group
communications.
v
vi NOTES ON THE CONTRIBUTORS
Marla   A.   Franco is the director of student affairs assessment and research
at the University of Arizona and a doctoral student in the Department of
Higher Education at Azusa Pacifi c University. Her research employs an anti-
defi cit perspective to examine the effects of college on the outcomes of
diverse student populations.
Andrew   Furco i s an associate professor of higher education at the
University of Minnesota, Twin Cities, where he also serves as an associate
vice president for public engagement and the director of the International
Center for Research on Community Engagement.
Laura   Segrue   Gorny i s a doctoral candidate in educational psychology–
quantitative methods at the University of Minnesota and holds an MS in
higher education administration from Syracuse University. She held a
research assistantship in the Offi ce of Institutional Research at the
University of Minnesota, Twin Cities.
Jacob   Grohs i s an assistant professor of engineering education at Virginia
Tech. His research focuses on learning environments that cultivate reason-
ing capacity related to complex, ill-structured problems. A 2015 recipient of
the K. Patricia Cross Future Leaders Award from AAC&U, Grohs holds a
BS and an MS in engineering science and mechanics, an MA in educational
psychology, and a PhD in educational psychology from Virginia Tech.
Ibby   Han i s a third-year undergraduate student at the University of Virginia.
She is pursuing a degree in political and social thought. Her research inter-
ests include student activism and grassroots social movements.
Walter   F .   Heinecke i s an associate professor of research, statistics, and
evaluation at the Curry School of Education at the University of Virginia.
He holds a doctorate from Arizona State University in educational policy
studies. He teaches courses in research, evaluation, and educational policy
studies. He is coauthor of P olitical Spectacle and the Fate of American
Schools and Educational Leadership in an Age of Accountability . His
research interests include policy implementation, diversity, and equity in
education and citizenship, democracy, and policy.
Ronald   Huesman Jr. i s the director of institutional assessment at the
University of Minnesota, Twin Cities, where he also serves as the manag-
ing director and principal researcher of the Student Experience in the
Research University, Association of American Universities (SERU-AAU)
Consortium.
NOTES ON THE CONTRIBUTORS vii
Wayne   J acobson i s the assessment director in the Offi ce of the Provost at
the University of Iowa. His offi ce supports assessment of student learning
and experience in academic programs and institutional student-success ini-
tiatives. He holds a PhD in adult education from the University of
Wisconsin–Madison.
Matthew   Johnson i s an assistant professor in the Department of
Educational Leadership at Central Michigan University. He holds a PhD
in college student personnel from the University of Maryland, College
Park. His research focuses on the intersections of civic engagement, lead-
ership, and social justice.
Daniel   Jones-White i s a senior analyst in the Offi ce of Institutional
Research at the University of Minnesota, Twin Cities. He received a BA in
history, politics, and law from Webster University, an MA in political sci-
ence from the University of Missouri, Columbia, and a PhD in organiza-
tional leadership, policy, and development from the University of
Minnesota, Twin Cities.
Young   K.   Kim i s an associate professor of higher education at Azusa
Pacifi c University. She holds a PhD in higher education from UCLA. Her
research addresses student–faculty interaction, college impact, college stu-
dent development, and diversity and equity in higher education.
Gary   R.   Kirk i s the director of VT Engage at Virginia Tech. His interests
are in the areas of nonprofi t and public organizations, public service moti-
vation, and university–community partnerships. He received a BA in ecol-
ogy and evolution from New College of Florida, and an MA in public and
international affairs and a PhD in environmental design and planning from
Virginia Tech.
Brandon   W.   Kliewer i s an assistant professor of civic leadership in the
Mary Lynn and Warren Staley School of Leadership Studies at Kansas
State University and an associate scholar with Points of Light. Kliewer
specializes in deliberative civic engagement, community-engaged scholar-
ship, collective impact, and crosssector collaboration and partnership. He
is currently working on a series of manuscripts that report the results of
civic leadership development programs, deliberative civic engagement
forums, and community engagement practices. His scholarship often
involves undergraduate and graduate students, community members, and
working professionals in ways that create the conditions to mobilize new
knowledge in order to make progress on tough challenges.
viii NOTES ON THE CONTRIBUTORS
Keali‘i   Troy   Kukahiko i s a PhD student in UCLA’s Department of
Higher Education and Organizational Change. He focuses his research
on programs in higher education that will improve the transition, per-
sistence, and degree attainment of student-athletes of color. He
founded the Pacifi c Islander Education and Retention (PIER) program
at UCLA in 1998, and Prodigy Athletes in 2005.
Nqobile   Mthethwa i s a third-year undergraduate student at the University
of Virginia. She is majoring in political science and minoring in global
sustainability. Her research interests are privatization of higher education,
energy, and water.
Tania   D.   Mitchell i s an assistant professor of higher education at the
University of Minnesota, Twin Cities. Her teaching and research focus on
service-l earning as a critical pedagogy to explore civic identity, social jus-
tice, student learning and development, race and racism, and community
practice. Mitchell is a recipient of the Early Career Research Award from
the International Association for Research in Service-Learning and
Community Engagement (IARSLCE) and the American Fellowship from
the American Association of University Women. With 15 years of higher
education, administrative, and teaching experience, she has been pub-
lished in numerous books and journals. Mitchell is also coeditor of T he
Cambridge Handbook of Service Learning and Community Engagement .
June   Nobbe i s an assistant vice provost for student life at the University of
Minnesota, Twin Cities. She holds a PhD in educational policy and admin-
istration from the University of Minnesota, Twin Cities. Her research
focuses on the civic mission of public higher education.
Kathy   O ’Byrne i s the director of the UCLA Center for Community
Learning. She has published numerous journal articles and book chapters
on service-learning and civic engagement in higher education. In 2004,
she received the California Campus Compact Richard E. Cone Award for
Excellence and Leadership. O’Byrne earned a PhD in psychology from the
University of Southern California.
Luis   Ponjuan i s an associate professor of higher education administra-
tion and the executive director of the Investing in Diversity, Equity, Access,
and Learning (IDEAL) research project in the Department of Educational
Administration and Human Resource Development in the College of
Education and Human Development at Texas A&M University, College
NOTES ON THE CONTRIBUTORS ix
Station, Texas. Ponjuan has developed a comprehensive research agenda
focused on access and equity in higher education for underrepresented
students and faculty members of color.
Victoria   Porterfi eld i s a research analyst in the Offi ce of Institutional
Research and Academic Planning at Rutgers University. She holds a mas-
ter’s degree in educational statistics and is currently pursuing a PhD in
planning and public policy from Rutgers University. Prior to her employ-
ment at Rutgers, Porterfi eld spent several years employed as a statistical
associate at Educational Testing Service (ETS).
Kerry   L.   Priest i s an assistant professor in the Mary Lynn and Warren
Staley School of Leadership Studies at Kansas State University, where she
teaches undergraduate courses emphasizing civic leadership development
and practice. Her scholarship explores the intersections of leadership and
learning in the form of leadership pedagogy/high-impact practices for
leadership education. She is also interested in the identity development of
leaders and leadership educators.
Liz   A .   R ennick i s a doctoral student and graduate research assistant in
the Department of Higher Education at Azusa Pacifi c University. Her
research addresses equity and opportunity in higher education, commu-
nity college students, transfer students, and Latino college students.
Sarah   SanGiovanni i s the program coordinator for the Iowa Initiative
for Sustainable Communities, an engaged learning organization in the
University of Iowa’s Offi ce of Outreach and Engagement. She holds a
master’s degree in urban planning from the State University of New York
at Buffalo.
Krista   M.   Soria w orks as an analyst with the Offi ce of Institutional
Research at the University of Minnesota, Twin Cities. She is interested in
researching high-impact practices that promote undergraduates’ develop-
ment and success, the experiences of fi rst-generation and working-class
students in higher education, and programmatic efforts to enhance col-
lege students’ leadership development, civic responsibility, and engage-
ment in social change. Soria has worked for more than a decade in higher
education, serving as an admission advisor, TRIO education advisor, aca-
demic advisor, and adjunct faculty for the University of Minnesota,
Hamline University, St. Mary’s University of Minnesota, St. Cloud State
University, and the University of Alaska Anchorage.