New Publications Alert
New Publications Alert
Engaging Florida Residents: Motivations and Impacts of Community Gardens in Tampa Bay
August 2017 Authored by USF College of Public Health Faculty and Graduate Students: Jennifer Marshall, Mindy Price, Joseph England, Kate LeGrand, and Russell S. Kirby
Abstract: While the impacts of community gardens have been well documented, research has mainly been concentrated in only a few urban areas of the United States. This paper highlights the social impacts of community gardens on west central Florida individuals, families, and communities. We use theories of community engagement to explore relationships between members and their larger spheres of influence. In this study, we surveyed 75 members of eight community gardens in Tampa Bay and sued geographic information systems (GIS) mapping to show spatial distribution of gardens and members. Findings highlight multilevel impacts of community engagement in social, education, and altruistic domains. Community gardens promote community engagement among members. The impacts of community gardens extend beyond the membership structure. Click here to read more.
Application of mixed-methods design in community-engaged research: Lessons learned from an evidence-based intervention for Latinos with chronic illness and minor depression
August 2017: Co-authored by Kelsey Anderson, Isabella Chan, Jaime Corvin, Dinorah (Dina) Martinez Tyson
- A mixed methodology allows community and academic partners to collaborate on research decisions.
- Community-based, participatory methods enhance evidence-based intervention implementation.
- Community-academic partnerships are invaluable to bridging the community-research divide.
- Click here to read more.
Promoting Pre-service Teachers' Multimedia Design Skills through Collaborative Multimedia Service-Learning (CMSL)
July 2017: Co-authored by Sanghoon Park,PhD of USF College of Education
Abstract: The Collaborative Multimedia Service-Learning (CMSL) model, based on the "learning by teaching" approach, was created in an effort to design a pedagogical intervention to promote pre-service teachers' multimedia design/development skills. This paper reports on the development of the CMSL and presents the findings of the implementation of the CMSL in a partnership between a pre-service teacher training program in a 4-year university and area elementary and middle schools. Sixteen pre-service teachers participated in a series of multimedia design trainings as a part of their undergraduate curriculum and completed the service-learning component of the CMSL by teaching nine sixth-grade classes in local schools using MacBook multimedia authoring tools. The findings show that the CMSL model was effective in improving pre-service teachers' multimedia design skills and attitudes toward the CMSL. Follow-up interviews indicated that participating in the service-learning component of the CMSL was beneficial and a satisfactory experience. Click here to read more.
Featured article, Service Learning Experience Effects on High School Students' Learning of Science Practices, in Science and Service Learning collection
December 2016: Co-authored by Allan Feldman, Ph.D., Science Education, College of Education, Department of Teaching and Learning.
Abstract: Inequities in U.S. schools have resulted in a disproportionate number of girls, students of color, and those who live poverty being marginalized in science. Several factors may lead to marginalization, including gender, race, ethnicity, socioeconomic status, speaking English as a second language, and the need for special education services. These factors have been attributed to the science achievement gap existing between girls and boys, as well as students of color and white students. This gap has led to the under-representation of of these students in careers related to science, technology, engineering, and mathematics. The purpose of this student was to determine to what extent marginalized students were affected by participation in an intervention combining authentic science and school-based service learning at an urban high school. Marginalized students engaged in authentic science by performing original scientific research in collaboration with faculty from a research-intensive university. Using a mixed-method research design, we offer an intervention strategy that combines authentic science experiences and service learning as a part of regular science classroom instruction as a means of engaging marginalized students in the learning of science. Click here to read more.
The following peer-reviewed journals publish community-engaged research, including research related to civic engagement and service-learning in higher education.
- Community Works (Magazine)
- Education, Citizenship, and Social Justice
- The International Journal of Research on Service-Learning and Community Engagement
- The Journal for Civic Commitment
- Journal of Community Engagement and Higher Education
- Journal of Community Engagement and Scholarship
- Journal of Experiential Education
- Journal of Higher Education Outreach and Engagement
- Journal of Service-Learning in Higher Education
- Michigan Journal of Community Service-Learning
- Partnerships: A Journal of Service-Learning and Civic Engagement
- PRISM: A Journal of Regional Engagement
- Progress in Community Health Partnerships: Research, Education and Action
- National Civic Review
- Metropolitan Universities Journal
- Journal of Higher Education
- Journal of Community Practice
- International Journal of Teaching and Learning in Higher Education
- International Journal for Service-Learning in Engineering: Humanitarian Engineering and Social Entrepreneurship
- Journal of Community Psychology Practice
- Gateways: International Journal of Community Research & Engagement
- Family & Community Health
- Reflections: A Journal of Public Rhetoric, Civic Writing, and Service-Learning