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This work is designed as a working resource for academicians and
practitioners involved with community health work at the higher
educational level. Faculty, students and community participants are
the focus of this collection whose purpose is community
health-based service learning - where and when coming out to the
community as caring catalysts is central to a higher education
mission. All these catalysts must see themselves as partners in a
service learning community of practice; They must embrace the
analysis of self-reflection toward cultural competence, and thy
must engage in data and diagnostic decision-making through action
research or service learning in community health intervention.
Service learning literacy" is defined as skill, behaviour,
attitude, knowledge or awareness that is manifested, within the
community health worker or researcher, as a result of or outcome
from a faculty led, community service learning activity or
experience as part of a student's academic program of study in
higher learning. Higher education, through civic engagement and
community service learning, must combine efforts with local and
regional communities to help eradicate health disparity, eliminate
health vulnerability, optimize healthy life style, promote
inter-generational and cyclical health and wellness and maximize
health care access to the under-served and uninsured. All these
aspects of community health work are dealt with by contributions
from scholars and practitioners involved in the community health
movement. Contributing Editors include Dr.s Tracy Mims, Jerry
Watson and Karen C. Wilson. Contributors include Professors Richard
Schmuck, Joseph Martin Stevenson, Ricky Boggan, Chris Ann Arthur,
John J. Green and Dr D. Melissa Phillips. The first volume of the
book conceptualized specific frameworks in the context of action
research, faculty reflections about action research, general
rubrics for action research, overlapping action-research methods,
scope of both proactive and responsive action research, and
collaborative processes involving action research. The second
volume deals with broader frameworks relative to service learning
as social work, global perspectives, cultural competence, community
health, environmental justice, hypothetical case scenarios and
presented examples by two of the authors who trained and active
social workers.
CATALYSTICS: Classroom Analytics for Teaching about Social Justice
in Higher Learning can serve as the genesis for moving the usual
mission statements promulgated by so many universities and colleges
from the maintained pontification to the movement of proof. We use
the word, CATALYSTICS to create a confluence between the terms
catalytical and analytics, resulting in our subtitle about
classroom instruction with action research for catalytical change.
Action research literacy empowers us to do this and it should be
used for teaching about social justice. As our new global society
continues to struggle with finding answers to complex questions
concerning economic decline, racial and religious conflict, health
disparities, corporate ethics, global warming, national and global
security, technological reliance, educational failure and many
other compelling challenges impacting the human condition, the
demand to conduct actionable research to resolve real life problems
becomes more amplified and the revelations of the research findings
become more pronounced to society and the social justice within
society. Time is of the essence, the greater good is at stake, the
bigger picture is losing focus, the larger context is losing
meaning, and change must come sooner than later as the world
continues to terribly troubled, broadly broken and widely wounded.
Integrating action research for social justice in reflective
teaching can empower those to lead.
The authors have not considered a traditional executive summary for
this book so that readers will read and absorb the entire the book
to capture the essence, content and scope of this timely
publication. Their experience has been that, too often, college
students limit their reading of material about race to synopses
versus synergies of information. The primary purpose of this
holistic handbook is to provide guiding prescriptive principles
toward institutionalization of policies and practices that foster
global diversity and local inclusion in institutions of higher
learning in the aftermath of the unsettling and disturbing racial
incidents in the Deep South following the re-election President
Barack H. Obama. Ironically, President Obama was criticised in 2013
for the lack leadership diversity (especially women) among his
cabinet and senior staff. In any event, this handbook has been
conceptualized based on the individual, collective and culminating
Southern "cotton to" experiences of the five authors from both
predominantly/historically White institutions of higher learning
(PWIs) and predominately/historically Black institutions of higher
learning (HBCUs). Both institutional communities can use this book
to create campus climate and culture for global diversity and local
inclusion. The handbook encompasses seven chapters, seven
conceptual frameworks in a logic model, and seven steps for
campus-community collaboration. The book also highlights three
dimensional "circular" themes and threads from spirituality in the
preface and the initial chapter from several faiths and religions
to introduce and symbolize spiritually different yet "commonly"
denominating doctrines from around the world. We believe these
themes and threads represent the "Commonwealth of intellectual
intersections" in modern academe, driven by diverse intellectual
capital and inclusive cerebral currency. This book was written to
encourage systemic, holistic and systematic inputs, operations,
outputs, outcomes and impacts that yield returns on investment
(ROI) from campus-wide implementation of global diversity and local
inclusion efforts.
THEORRY -- The Higher Education of Research Resource Yield --is
written for the modern college or university student scholar.
THEORRY empowers undergraduate students to be renaissance scholars
and apply academic data driven decision making as research leaders
and apply practical logical model decision making as resource
managers before, during and after the college experience. The Work
includes three important Chapters with sections concerning
leadership empowerment through research literacy and management
development through logic modelling for today s renaissance student
scholar on the modern college or university campus. We embraced the
varying definitions of the renaissance person to conceptualize our
unique definition. Generally, a renaissance person is defined as
intellectual, cultured, well rounded, well grounded, experienced,
educated, accomplished, or a person who draws from wide ranging
bodies of knowledge. Specifically, we define the modern renaissance
student as modern scholar who is well balanced from being: (a)
empowered with knowledge about research leadership from seeking
competence in research literacy at the freshman, sophomore, junior
and senior levels of college and; (b) engaged in skill development
about logic modelling from seeking competence in resource
management during and after college education to support the
process of lifelong learning. This is book about academic, logical
and practical decision making. In today's challenging and complex
society where and when managing life for results must be part of
habitual orientation for intellectual decision making and
data-driven analysis in everyday living, students from all stations
and stages should plan ahead, organize well and evaluate daily
activities on the job, at home, in the global community. This is
especially true for students in today s higher education who seek
ongoing intellectual growth, student life management, and continued
lifelong learning. This book provides a framework for decision
making before college, during college, and after college. After
all, daily student management should be a lifelong commitment; not
just an experience, activity, or exercise that illuminates from
challenges in our lives. Often, daily life with unanticipated
issues, concerns, challenges could be the result of illogical
thinking, inessential preparation, inadequate information,
ineffective conceptualization, inefficient organization, failure of
being proactive, failure in not seeing all the parts of the whole,
or personal poor planning. This phenomenon accounts for many
students inability to choose major, a minor, or a degree. The
management logic matrix introduced in our second Chapter, entitled
THINK, (called ZOOOM ) can be an effective and efficient resource
for confronting daily these challenges. We use real-life (academic
and practical) examples to illustrate the application of our logic
model. To broaden practical thinking to academic context, our book
includes references for some best practices and lessons learned in
the business (private sector) and public administration (public
sector). Especially in today s global economy, these challenges
fall under all kinds of managing situations particularly in the
present economy, we have found that students with limited time,
limited resources, and limited support need systematic structures
to manage the simplest of tasks as well as other tasks with more
compelling complexity. All management challenges require the
organization of the resources, the identification of outputs and
outcomes, and the measurement of the work completed. The work
empowers students and other readers to meet these daily life
management challenges. The study provides a framework for decision
making before college, during college, and after college.
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