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Maria Avila presents a personal account of her experience as a teenager working in a factory in Ciudad Juarez to how she got involved in community organizing. She has since applied the its distinctive practices of community organizing to civic engagement in higher education, demonstrating how this can help create a culture that values and rewards civically engaged scholarship and advance higher education's public, democratic mission. Adapting what she learned during her years as an organizer with the Industrial Areas Foundation, she describes a practice that aims for full reciprocity between partners and is achieved through the careful nurturing of relationships, a mutual understanding of personal narratives, leadership building, power analysis, and critical reflection. She demonstrates how she implemented the process in various institutions and in various contexts and shares lessons learned. Community organizing recognizes the need to understand the world as it is in order to create spaces where stakeholders can dialogue and deliberate about strategies for creating the world as we would like it to be. Maria Avila offers a vision and process that can lead to creating institutional change in higher education, in communities surrounding colleges and universities, and in society at large. This book is a narrative of her personal and professional journey and of how she has gone about co-creating spaces where democracy can be enacted and individual, institutional, and community transformation can occur. In inviting us to experience the process of organizing, and in keeping with its values and spirit, she includes the voices of the participants in the initiatives in which she collaborated - stakeholders ranging from community partners to faculty, students, and administrators in higher education.

\"In the age of globalization and the changing welfare state, community relations are now more important than ever. What are Community Studies? gives an overview of the community studies field, with particular focus on the research methods used, and how they have evolved in recent years. Defining the key terms in the field, it outlines the history of the methods used in community studies and uses examples and case studies to illuminate the theory.This book captures the organization of modern community life and shows how current researchers are working with broader and more imaginative definitions of community. Responding to criticisms of the field, What are Community Studies? challenges our traditional notions of communities and how they are analysed. Graham Crow's text will be a vital resource to researchers in the field\"--Publisher's summary.

A useful guide on education in the field of community research and action, Education in Community Psychology explores curriculum issues regarding coursework, field training, the status of research, and the need for promoting a multidisciplinary perspective. For your easy reference, it gives you a thorough overview of the kinds of undergraduate and graduate courses available and of freestanding and interdisciplinary graduate programs in both North America and New Zealand. For your convenience, it also covers the types of knowledge and skills taught in these courses and programs, the professional roles open to community graduates, how programs can work with community organizations, and the steps and issues you should consider when planning a community psychology course or program. From this book's helpful pages, you will discover why interdisciplinary programs hold the most promise for innovation in graduate education, as well as the greatest potential for developing community research and action into an interdisciplinary field. If you are interested in setting up a program that helps students develop a 'systems perspective'in the way they approach problems and issues in the community, Education in Community Psychology will help you get started. To this end, you learn about: the issues and strategies in teaching community psychology to your students practical steps for developing your program how to secure viable field placements for your students how your community psychology program can train psychologists in nontraditional roles suited to address human and social problems the ecology of masters'programs selecting required readings trends in interdisciplinary training using social functions that include faculty, students, and community agencies to develop collaborative working relationships the change in APA guidelines Education in Community Psychology provides community psychology professors and

Eighth in AAHE's Service-Learning in the Disciplines Series, this volume shows how service-learning is not only a strategy for preparing community-responsive and competent health physicians, but also for fostering citizenship and changing the relationship between communities and medical schools. This very useful book provides readers with a valuable source of information and inspiration to develop and expand service-learning across the continuum of medical education.

The temporary shift from face-to-face instruction to online teaching at North American universities as an alternative solution in response to the COVID-19 pandemic brought significant challenges to international students who had to study abroad from their home countries. Studies on how international students perceive their study-abroad-from-home experiences in such an emergency remote teaching (ERT) context remain scarce. Through the lens of community of inquiry and an additional perspective of emotional presence, this study explored 13 first-year international graduate students’ perceptions and experiences of their learning in ERT. Based on the analyses of the pre-learning questionnaire survey results and a series of three reflection journal entries, the study finds that teaching presence has played a vital role in shaping students’ understanding and experiences when they participated in a study-abroad graduate program from their home countries. In addition, the participants demonstrated mixed emotions of both frustration and appreciation/thankfulness as well as an isolation–connectedness emotional trajectory during their learning process. The study inspires an exploration of more diverse options for international education programs and continued effort in providing institutional support to ensure better learning experiences in a post-COVID community of inquiry.

De-privatising teaching and working collaboratively with fellow teachers in purposively designed school buildings requires effective leadership. The principal is situated amongst those closely affiliated to their school such as teachers, parents and students, and yet they need to work alongside the wider school community, the school’s governing Board of Trustee members and national educational policy-makers and administrators. This article uses a single case study of a school leadership team who changed the school culture from traditional one teacher per classroom settings to four to five teachers with approximately 105 students in flexible learning spaces. The principal and three members of the governing Board of Trustees of the school were interviewed. The study found that the leadership team had invested considerable time into sustained professional development in ways to effectively develop collaborative teaching communities within flexible learning spaces. The professional development, led by the principal, was underpinned by the principal spending time seeking a clear understanding of research-based practices that supported the change. This explicit knowledge of the principal allowed teachers, Board of Trustee members and parents to have confidence in the changes to teaching strategies in flexible learning spaces.

Research polls, media interviews, and everyday conversations reveal an unsettling truth: citizens, while well-meaning and even passionate about current affairs, appear to know very little about politics. Hundreds of surveys document vast numbers of citizens answering even basic questions about government incorrectly. Given this unfortunate state of affairs, it is not surprising that more knowledgeable people often deride the public for its ignorance. Some experts even think that less informed citizens should stay out of politics altogether. As Arthur Lupia shows in Uninformed, this is not constructive. At root, critics of public ignorance fundamentally misunderstand the problem. Many experts believe that simply providing people with more facts will make them more competent voters. However, these experts fail to understand how most people learn, and hence don't really know what types of information are even relevant to voters. Feeding them information they don't find relevant does not address the problem. In other words, before educating the public, we need to educate the educators. Lupia offers not just a critique, though; he also has solutions. Drawing from a variety of areas of research on topics like attention span and political psychology, he shows how we can actually increase issue competence among voters in areas ranging from gun regulation to climate change. To attack the problem, he develops an arsenal of techniques to effectively convey to people information they actually care about. Citizens sometimes lack the knowledge that they need to make competent political choices, and it is undeniable that greater knowledge can improve decision making. But we need to understand that voters either don't care about or pay attention to much of the information that expertst think is important. Uninformed provides the keys to improving political knowledge and civic competence: understanding what information is important to others and knowing how to best convey it to them.

COMPARATIVE URBANISM ' Comparative Urbanism fully transforms the scope and purpose of urban studies today, distilling innovative conceptual and methodological tools. The theoretical and empirical scope is astounding, enlightening, emboldening. Robinson peels away conceptual labels that have anointed some cities as paradigmatic and left others as mere copies. She recalibrates overly used theoretical perspectives, resurrects forgotten ones long in need of a dusting off, and brings to the fore those often marginalised. Robinson's approach radically re-distributes who speaks for the urban, and which urban conditions shape our theoretical understandings. With Comparative Urbanism in our hands, we can start the practice of urban studies anywhere and be relevant to any number of elsewheres.' Jane M. Jacobs, Professor of Urban Studies, Yale-NUS College, Singapore 'How to think the multiplicity of urban realities at the same time, across different times and rhythmic arrangements; how to move with the emergences and stand-stills, with conceptualisations that do justice to all things gathered under the name of the urban. How to imagine comparatively amongst differences that remain different, individualised outcomes, but yet exist in-common. No book has so carefully conducted a specifically urban philosophy on these matters, capable of beginning and ending anywhere.' AbdouMaliq Simone, Senior Research Fellow, Urban Institute, University of Sheffield The rapid pace and changing nature of twenty-first century urbanisation as well as the diversity of global urban experiences calls for new theories and new methodologies in urban studies. In Comparative Urbanism: Tactics for Global Urban Studies, Jennifer Robinson proposes grounds for reformatting comparative urban practice and offers a wide range of tactics for researching global urban experiences. The focus is on inventing new concepts as well as revising existing approaches. Inspired by postcolonial and decolonial critiques of urban studies she advocates for an experimental comparative urbanism, open to learning from different urban experiences and to expanding conversations amongst urban scholars across the globe. The book features a wealth of examples of comparative urban research, concerned with many dimensions of urban life. A range of theoretical and philosophical approaches ground an understanding of the radical revisability and emergent nature of concepts of the urban. Advanced students, urbanists and scholars will be prompted to compose comparisons which trace the interconnected and relational character of the urban, and to think with the variety of urban experiences and urbanisation processes across the globe, to produce the new insights the twenty-first century urban world demands.

Co-published with the Council on Undergraduate Research This book highlights the exciting work of two-year colleges to prepare students for their future careers through engagement in undergraduate research. It emerged from work in five community college systems thanks to two National Science Foundation grants the Council for Undergraduate Research received to support community colleges' efforts to establish undergraduate research programs. Chapters one, two, and three provide background information about community colleges, undergraduate research, and the systems the author worked with: California, City University of New York, Maricopa Community College District - Arizona, Oklahoma, and Tennessee. Chapter four examines success strategies. The next five chapters look at five approaches to undergraduate research: basic/applied, course-based, community-based, interdisciplinary, and partnership research. Chapters ten, eleven and twelve discuss ways to assess and evaluate undergraduate research experiences, inclusive pedagogy, and ways to advance undergraduate research. Today there are 942 public community colleges in the United States, providing affordable access to 6.8 million students who enrolled for credit in one of the public two-year institutions in the United States. Students are more prepared for the next step in their education or careers after participating in quality UR experiences.