Examples of Community-Based Research and Scholarship | Center for Civic Engagement

Peer-reviewed engaged scholarship

Mason-Williams, L., Frederick, J. R., & Mulcahy, C. A. (2014). Building Adaptive Expertise and Practice-Based Evidence: Applying the Implementation Stages Framework to Special Education Teacher Preparation. Teacher Education and Special Education: The Journal of the Teacher Education. DOI: 10.1177/0888406414551285.

Chilton, E. & Hart, S. (2009). Archaeology and Community Service Learning in the "Pioneer Valley. In Archaeological Practice and Community Service Learning, ed. Michael Nassaney and Mary Ann Levine, pp. 168-182. Gainesville: University of Florida Press.

Stoever, J. (2014). Toward a Civically Engaged Sound Studies, or (Re) Sounding Binghamton, Raquel Castro and Miguel Carvalhais, eds. Proceedings of Invisible Places / Sounding Cities. Sound Urbanism and Sense of Place. Viseu: 468-479.

Lambright, K., & Alden, A. (2012). Voices from the Trenches: Faculty Perspectives on Support for Sustaining Service-Learning. Journal Of Higher Education Outreach and Engagement, 16(2), 9-46.

Blitz, L. V., Kida, L., Gresham, M., & Bronstein, L. R. (2013). Prevention through collaboration: Family engagement with rural schools and families living in poverty. Families in Society: The Journal of Contemporary Social Services, 94(3), 157-165.

This report, compiled by Jonathan Krasno, associate professor of political science at Binghamton University, details the results of 2012's campus-wide voter turnout effort, spearheaded by the Department of Political Science, the Office of the Provost, Harpur College of Arts and Sciences, Residential Life, the Pipe Dream, the Center for Civic Engagement and others across campus.

Using data collected from three colleges, authors Kristina Lambright and Allison Alden examined how faculty members view the level of support for service-learning at their respective institutions. There is variation among the institutions in perceived instructor and administrator support for service-learning, availability of support services, and attitudes regarding consideration of service-learning in personnel review processes. The authors also explored the degree to which individual instructors have been able to create and sustain service-learning opportunities for their students and found important differences among the colleges. The findings have implications for efforts to sustain service-learning at both faculty and institutional levels.

This article, co-authored by Allison Alden and Anthony Naglieri, outlines the Center for Civic Engagement's fact-finding process which sought to determine the effectiveness of current digital communication methods, identify challenges, and ascertain student preferences for information dissemination. Based on the study findings, new social media strategies were developed and launched, resulting in the CCE's award-winning marketing and social networking initiatives. This article provides insight into the particular mediums students prefer, development and application of strategies, and their level of effectiveness in engaging young adults.

This report is a capstone project completed by Anthony Naglieri in partial fulfillment of his Master of Public Administration degree at Binghamton University

This report, completed by Binghamton University Master of Public Administration students enrolled in PAFF 510, Logic of Inquiry, Fall 2010 in conjunction with the CCE (1) highlights faculty definitions and barriers of community-based learning opportunities, (2) identifies the necessary resources for further implementation of community-based learning opportunities at Binghamton University and (3) determines faculty topics of interest and preferred formats for receiving community-based learning information.
The report is based upon qualitative data collected from five focus groups composed of Binghamton University faculty members that have implemented or are interested in implementing community-based learning opportunities
The study was initiated and overseen by Kristina Lambright and Allison Alden

This case study by Kristina Lambright and Allison Alden examines how instructors view service-learning and the level of support for this methodology at Binghamton University. It also explores the degree to which individual instructors at Binghamton University have been able to create and sustain service-learning opportunities for their students

This case study examines how instructors view service-learning and the level of support for this methodology at Binghamton University. It also explores the degree to which individual instructors at Binghamton University have been able to create and sustain service learning opportunities for their students. Several different data sources were used in this case study, including (1) a survey of instructors, (2) interviews with campus administrators, staff, and instructors, and (3) printed and electronic documents.

This paper, authored by Kristina Lambright and Yi Lu, examines factors that can influence how effective a service-learning project is at achieving learning objectives. It is based on data collected from seven Masters of Public Administration (MPA) courses taught during one semester at a large state university. We find that the key factors of influence on how effective a service-learning project is at achieving learning objectives are (a) the extent that the project is integrated with class materials, (b) whether or not students work in groups, and (c) whether or not the participating students are full-time.

This paper, authored by Kristina Lambright, investigates how the delivery of course material affects student learning. It explores whether service learning projects are more effective than traditional classroom assignments at achieving different learning objectives. Student evaluations of their group projects and final exam scores from three sections of an MPA research methods course were compared as part of this study. One of the sections participated in a service learning project for their group project; the other two sections wrote mock research proposals for their group project. Based on the results from student evaluations of their group projects, there is some evidence suggesting that service learning projects may be more effective than traditional classroom assignments at helping students master course material and link theory to practice. However, participating in a service learning project did not have a significant impact on student performance on the final exam.