The Scholarship of Engagement for Politics: - Higher Education ...

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The Scholarship of Engagement for Politics Architects. Both Corkery and a colleague Bruce Judd decided to allow students to work in a service-learning partnership on garden and streetscape design projects. Positive outcomes were noted, such as allowing students to work in multicultural contexts and the ability to demonstrate research activities and strategies through a direct and relevant medium. Students undertook various types of projects in their research including landscape evaluations, independent study projects, compiling and assisting in on-site interviews and focus groups. The views of student researchers from the project gives an indication of how they believed their experience was different from conventional undergraduate learning: The skills I gained from this exercise were foresight and persistence. . . . The responsibility and energy to ensure I finished this project were generally my own. I suppose this has given me confidence but also encouraged me to think far more when I set my goals and objectives. . . . The practical outcome . . . of assisting a fairly under-resourced area was a good incentive to continue. I found the work at Waterloo very beneficial; it was good to deal with the community at first hand and face to face. I have since used this experience in interviews . . . in community consultation. I found it beneficial as the project was directly relevant to a practical application . . . and it was obvious that the things we were doing needed attention. It was also good to feel like I was doing something worthwhile (quoted in Corkery 2003: 3). Catherine Mobley at Clemson University, Clemson, South Carolina, USA, conducted research on students who had undertaken a servicelearning initiative and presented the design of the project and the findings from her research on student attitudes in her paper ‘Breaking Ground: Engaging Undergraduates in Social Change through Service Learning’ (2007). The service-learning projects began in 2001 and entailed students working with Coalition, which supports the homeless in South Carolina, by organising events for National Hunger and Homelessness Week. Mobley’s intentions were to engage students in specific concepts, to increase 212
The Community-Based Research Initiative at Oxford Brookes University students’ feelings of self-efficacy to engage in social change efforts and to challenge student perceptions of individuals who are homeless. Techniques included integrated lectures, frequent project meetings, policy research about homelessness, celebration and reflection. The research into student attitudes included a pre-test and post-test to determine their perceptions and skills relating to policy and advocacy. Students on the social-policy course who did not participate in the project were also presented with the test. Post-Breaking Ground students were found to consider ‘working towards equal opportunity’ as being essential to them personally and were more likely to agree with the statements ‘most misfortunes that occur are a result of circumstances beyond their control’ and ‘I feel that I can have a positive impact on local social problems’ after completing the project and also in comparison with the control group that had not undertaken the community-based project. There was a significant change regarding the students’ attitudes towards social justice as a whole after completing the course, and the opinions of project students changed towards the causes of homelessness. The control group appeared to foster a belief in structural causes for homelessness in the post-tests, whereas the Breaking Ground students’ attitudes changed very clearly towards a belief in community activity and community service. The social-policy group completed a more in-depth study into causes of homelessness and discussion time with peers through presentations. The project did less in-depth research but had grass-roots experience with homelessness. For Mobley, the shift in students’ attitudes regarding homelessness from the project group provides proof that community-service projects can enliven the social world for students. The tangible outcomes for the community’s homeless were that students actively helped in support for the homeless; campaigns and fundraising initiatives were undertaken. The aims of the project were met in part: efficacy towards social advocacy of students was seen to increase, and students were found to drastically change their opinions about the causes of social problems (Mobley 2007). This project does indicate that by engaging students in community research and activity, as well as academic 213
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The Scholarship of Engagement for P
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C-SAP Monographs Monograph No. 1: B
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Contents Foreword: E-Learning: Enga
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Foreword: E-Learning: Engagement an
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Foreword placements with an enhance
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Preface gave us all more confidence
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Preface educators (along with place
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Contributors John Annette is Dean o
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Contributors rehabilitation program
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Contributors bodies work together w
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Part I: Introduction
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Chapter 3 Rethinking Placement Lear
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Rethinking Placement Learning for P
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Chapter 6 Engaging Students through
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Appendix 6.1 The Scholarship of Eng
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Appendix 7.3 The Scholarship of Eng
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Part III: Assessment, Citizenship a
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Appendix 10.1 The Scholarship of En
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After the class The Scholarship of
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3. Career Profile Mark Sheet Clarit
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