Contexts+and+Methods

Click on a word cloud below to find out more about the session ... and remember you can use the search box to the right to find sessions within any track by author, area of interest, etc.

Based on space and design considerations, the editors made decisions with regard to author listings on the Table of Content pages. If there are one or two authors for the session, all names are listed. If there are three or more authors for the session, the first author and et al. are listed. On individual session pages names, affiliations, and contact information is provided for every author in the session. We are sorry for having to limit the number of author names on the Table of Contents pages.

Please give us feedback about the Proceeding. Complete this short survey.


 * [[image:Angeli2_WC_400.jpg caption="Building connected knowing between medical and local populations (Angeli)" link="@Building connected knowing between medical and local populations"]] || [[image:Bringle et al_WC_TP_400.jpg caption="Framing a theory-grounded research agenda related to communities (Bringle et al.)" link="@Framing a research agenda for community"]] ||
 * [[image:Brizee_Participatory_civic_wc_KEN_WC_TP_400.jpg caption="Participatory civic engagement: Usability research methods as a model for connected knowing (Brizee)" link="@Participatory civic engagement"]] || [[image:Brown_Connecting_Spiral_dynamic_theory_wc_KEN_WC_TP_400.jpg caption="Connecting spiral dynamic theory to the study of civic engagement in for-profit higher education (Brown et al.)" link="@Connecting spiral dynamic theory"]] ||
 * [[image:Butin_There is no such thing as community_WC_TP_400.jpg caption="There is no such thing as “community”: Service-learning and the problems of weak and multiple publics (Butin)" link="@There is no such thing as “community”"]] || [[image:Dostilio2_Using Explanatory Case Study_WC_TP_400.jpg caption="Using explanatory case study design to promote rigorous, systematic investigation of community-university partnerships (Dostilio)" link="@Using explanatory case study design"]] ||
 * [[image:Delgado_IDK_wc_KEN_WC_TP_400.jpg caption="idk: Swapping subjects and objects in service learning reseaerch (Delgado & Rosenkrantz)" link="@idk- Swapping subjects and objects"]] || [[image:Gordan_Engaged_new_400.jpg caption="Engaged communities, critical citizens: A pedagogy for collaboratively developing knowledge and solutions to public issues (Gordon)" link="@Engaged communities, critical citizens"]] ||
 * [[image:Gottlieb_Optimizing reflectino_WC_TP_400.jpg caption="Optimizing reflection as a teaching and learning tool in community-university partnerships (Gottlieb & Cashman)" link="@Optimizing reflection as a teaching"]] || [[image:Hatcher_Framing_a_research_agenda_wc_TP_400.jpg caption="Framing a theory-grounded research agenda related to institutions of higher education (Holland et al.)" link="@Framing a research agenda for institutions"]] ||
 * [[image:Janke_The essential and scholarly role_WC_TP_400.jpg caption="The essential and scholarly role of web-supported community engagement databases in identity and image management for institutional cultural change (Janke et al.)" link="@The essential and scholarly role of web"]] || [[image:johnson_WC_TP_400.jpg caption="National assessment of service and community engagement (Johnson & Levy)" link="@National assessment of service"]] ||
 * [[image:KOLEK2_CanWeCountOnCounting_400.jpg caption="Can we count on counting? A look at the validity of community engagement survey measures (Kolek)" link="@Can we count on counting?"]] || [[image:McMillan2_WC_TP_400.jpg caption="Community, objects and 'boundary workers': service learning through an activity theory lens (McMillan)" link="@Community, objects and 'boundary workers'"]] ||
 * [[image:Moely_TP_400.jpg caption="Using longitudinal, cross-sectional, and time-lag models to understand change over time (Moely)" link="@Using longitudinal, cross-sectional, and time"]] || [[image:Prado_Co-Curric Engage_wc_TP_400.jpg caption="Classifying, documenting, celebrating co-curricular student engagement: Organizational service innovation (Prado & Lee)" link="@Classifying, documenting, celebrating"]] ||
 * [[image:PupikDean_Service_wc_TP_400.jpg caption="Service as activity: A cultural historical approach to service learning (Pupik Dean)" link="@Service as activity"]] || [[image:Reeb_Psycho-Ecol_wc_TP_400.jpg caption="The Psycho-Ecological Systems Model as a guide for engaged scholarship and service-learning research (Reeb et al.)" link="@The psycho-ecological systems model"]] ||
 * [[image:Sandmann_ConnectLead_wc_TP_400.jpg caption="Connected leading for connected knowing – A distributed leadership perspective for community engagement (Sandmann & Liang)" link="@Connected leading for connected knowing"]] || [[image:Schwab_WC_TP_400 2.jpg caption="If we can get to the research: Questions for the IRB process in community-based research (Schwab)" link="@If we can get to the research"]] ||
 * [[image:Steele_WC_TP_400.jpg caption="Community engaged service-learning: The effect on university students and community partners (Steele)" link="@Community engaged service-learning"]] || [[image:Wendler_WC_TP_400.jpg caption="Borderlands theory in service-learning research: Remapping the metaphor (Wendler)" link="@Borderlands theory in service-learning"]] ||
 * [[image:Wurz_WC_TP_400.jpg caption="Service learning in the scholarship of teaching and learning: Projects in ENGL 1101 and children's literature (Wurz)" link="@Service learning in the scholarship"]] ||  ||

Return to Top