ICC Reads Discussion Group

ICC Reads is an online book discussion group in which individuals from Indiana Campus Compact partner institutions talk about selected texts related to service-learning and community engagement. Selected readings will focus on topics that can relate to a broad audience and will encourage participants to explore new and innovative ways of examining the field.

Discussions will be led by Laura Weaver, Director of Programs and Member Development. Depending on interest, participants will be encouraged to co-facilitate discussion sessions.

Community-Based Research: Teaching for Community Impact

Edited by Mary Beckman and Joyce F. Long

REGISTER HERE

The fall session of ICC Reads will focus on the topic of community-based research (CBR) by examining the 2016 book, Community-Based Research: Teaching for Community Impact edited by Mary Beckman and Joyce F. Long. Participants can expect to be introduced to the historical and key concepts of community-engaged scholarship and frameworks for organizing CBR before diving deeper into various case studies that address specific questions related to community-based research as a strategy for engaged teaching and learning. More from the publisher…

What you can expect from Community-Based Research: Teaching for Community Impact:

  • An overview of language and methods used by professionals engaged in CBR
  • A framework for orienting CBR toward concrete community outcomes
  • Effective ways to integrate CBR into course content, student-driven projects, and initiatives spanning disciplines, curricula, campuses and countries
  • Lessons learned in working toward positive outcomes for students in communities

Participants will meet virtually throughout the fall semester (September – December 2018) to discuss chapters and how CBR can be integrated as part of their scholarly pursuits.

Read the recent book review by Miles A. McNall and Jessica V. Barnes-Najor published in the Journal of Higher Education Outreach and Engagement.

Obtaining the Text

Community-Based Research: Teaching for Community Impact (2016) is published by Stylus Publishing, LLC., and participants from Campus Compact partner institutions are able to purchase the text at a discounted price via the Campus Compact Bookstore.

Fall 2018 Session Dates

All discussions will take place via Zoom web-conferencing platform. Information will be sent to registered participants prior to each session.

Discussions will take place on the following dates from 12:00 p.m. – 1:00 p.m. (ET) / 11:00 a.m. – 12:00 p.m. (CT). Please secure them on your calendar now.

Friday, 9/14/2018 Forward, by Timothy K. Eatman

Introduction, by Mary Beckman and Joyce F. Long

Part 1: Definitions, Orienting Frameworks, and Partners (Introduction), by Mary Beckman

  • Chapter 1: The Language and Methods of Community Research, by James M. Farbutt and Kelly N. Graves
  • Chapter 2: The Role of Community-Based Research in Achieving Community Impact, by Mary Beckman and Danielle Wood
Friday, 9/28/2018 Part 1: Definitions, Orienting Frameworks, and Partners

  • Chapter 3: Community-Based Research From the Perspective of the Community Partners, by Jessica Quaranto and Debra Stanley
  • Chapter 4: Why Teach Community-Based Research?, by Joyce F. Long, Paul Schadewald, and Brook Kiener

Part 2: Guiding Community-Based Research Toward Community Outcomes and Student Learning (Introduction), by Joyce F. Long

Friday, 10/12/2018 Part 2: Guiding Community-Based Research Toward Community Outcomes and Student Learning

  • Chapter 5: The Power Model, by Jennifer M. Pigza
  • Chapter 6: Applying the Power Model in a Second Language Class, by Rachel Parroquin and Emily Geiger-Medina
  • Chapter 7: Multicampus Partnerships Studying the Feasibility of Buying Local, by Christopher S. Ruebeck
Friday, 10/19/2018 Part 2: Guiding Community-Based Research Toward Community Outcomes and Student Learning

  • Chapter 8: Meeting the Objectives of Faculty Engagement in Undergraduate Community-Based Research Projects, by Anna Sims Bartel and Georgia Nigro
  • Chapter 9: Mathematical Modeling + A Community Partner = The Fulfillment of Student Learning Objectives, by Ethan Berkove
  • Chapter 10: Strategic Training Goals, by Anthony C. Holter and James M. Frabutt
Friday, 11/9/2018 Part 2: Guiding Community-Based Research Toward Community Outcomes and Student Learning

  • Chapter 11: Working Through The Challenges of Globally Engaged Research, by Elizabeth Tryon and Norbert Steinhaus
  • Chapter 12: Deepening Levels of Engagement, by Judith Owens-Manley
  • Chapter 13: Engagement with the Common Good, by Amy Lee Persichetti, Beth Sturman, and Jeff Gingerich
Friday, 11/30/2018 Part 2: Guiding Community-Based Research Toward Community Outcomes and Student Learning

  • Chapter 14: Reflections on a Graduate Student’s Dissertation Experience Using Community Data for Research and Mentoring, by Jody Nicholson

Part 3: Community-Based Research in Community-Wide Long-Term Efforts (Introduction), by Mary Beckman

  • Chapter 15: The Poverty Initiative in Rockbridge County, Virginia, by Don E. Dailey and David Dax
  • Chapter 16: Learning to Co-Construct Solutions to Urban School Challenges in Los Angeles, by Adrianna Kezar and Sylvia Rousseau
Friday, 12/7/2018 Part 3: Community-Based Research in Community-Wide Long-Term Efforts

  • Chapter 17: Community-Based Research and Development in Haiti, by Anthony Vinciguerra
  • Chapter 18: Progressive Projects on Parent Involvement, by Joyce F. Long

Conclusion, by Mary Beckman

*Participants must purchase/obtain their own copy of the text.

Stay Tuned!

The spring 2019 ICC Reads text will be announced in October 2018.

2018  Summer ICC Reads Selection

The Elective Carnegie Community Engagement Classification: Constructing a Successful Application for First-Time and Re-Classification Applicants

Edited by John Saltmarsh and Mathew B. Johnson

The 2018 Summer session of ICC Reads focused on the newly released book, The Elective Carnegie Community Engagement Classification: Constructing a Successful Application for First-Time and Re-Classification Applicants edited by John Saltmarsh and Mathew B. Johnson. The book offers a collection of resources for institutions that are considering applying as either first-time or re-classification applicants for the Community Engagement Classification form the Carnegie Foundation. Contributors offer insight on approaches to collecting the materials needed for an application and strategies for creating a complete and successful application.  More from the publisher…

The Elective Carnegie Community Engagement Classification: Constructing a Successful Application for First-Time and Re-Classification Applicants is published by Campus Compact, and individuals from Campus Compact partner institutions are able to purchase the text at a discounted price via the Campus Compact Bookstore.

2017-2018 ICC Reads Selection

Engaging Higher Education: Purpose, Platforms, and Programs for Community Engagement

by Marshall Welch, Assistant Vice Provost for Engagement at Saint Mary’s College of California.

“Building on the findings of the research undertaken by the author and John Saltmarsh on the infrastructure of campus centers for engagement that have received the Carnegie Classification for Community, this book responds to the expressed needs of the participating center directors for models and practices they could share and use with faculty, and mid-level and upper-level administrators to more fully embed engagement into institutional culture and practice.” More from the publisher

Engaging Higher Education: Purpose, Platforms, and Programs for Community Engagement is co-published with Campus Compact.