Pursuing Social Justice through Place-Based Community Engagement: Cultivating Applied Creativity, Transdisciplinarity, and Reciprocity in Catholic Higher Education

References

• Astin, A. W., Vogelgesang, L. J., Ikeda, E. K., & Yee, J. A. (2000). How service learning affects students. Los Angeles, CA: Higher Education Research Institute.
   Google Scholar
• Augsburg, T. (2014). Becoming transdisciplinary: The emergence of the transdisciplinary individual. World Futures, 70(3–4), 233–247. doi:10.1080/02604027.2014.934639
   Google Scholar
• Axelroth, R., & Dubb, S. (2010). The road half traveled: University engagement at a crossroads. College Park, MD: The Democracy Collaborative at the University of Maryland.
   Google Scholar
• Baxter Magolda, M. B., & King, P. M. (2004). Learning partnerships: Theory and models of practice to educate for self-authorship. Sterling, VA: Stylus.
   Google Scholar
• Chaminade University of Honolulu, St. Mary’s University, & University of Dayton. (1999). Characteristics of Marianist universities. Dayton, OH: Chaminade University of Honolulu, St. Mary’s University, and University of Dayton.
   Google Scholar
• Collins, C. S., & Clanton, J. C. (2018). On the distinctive function of Christian higher education and the common good. Christian Higher Education, 17(1–2), 8–19. doi:10.1080/15363759.2018.1404359
   Web of Science ®Google Scholar
• Collopy, R., Bowman, C., & Taylor, D. A. (2012). The educational achievement gap as a social justice issue for teacher educators. Journal of Catholic Education, 16(1), 4–25. doi:10.15365/joce.1601022013
   Google Scholar
• Corbett, S., Fikkert, B. (2014). When helping hurts: How to alleviate poverty without hurting the poor… and yourself. Chicago, IL: Moody Publishers.
   Google Scholar
• Cousins, J. B., & Whitmore, E. (1998). Framing participatory evaluation. New Directions for Evaluation, 1998(80), 5–23. doi:10.1002/ev.1114
   Google Scholar
• Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative research. Theory into Practice, 39(3), 124–130. doi:10.1207/s15430421tip3903_2
   Web of Science ®Google Scholar
• Dahlvig, J. E. (2018). Flourishing for the common good: Positive leadership in Christian higher education during times of change. Christian Higher Education, 17(1–2), 97–109. doi:10.1080/15363759.2018.1404819
   Web of Science ®Google Scholar
• Eyler, J., & Giles, Jr, D. E. (1999). Where's the learning in service-learning? San Francisco, CA: Jossey-Bass.
   Google Scholar
• Fogle, E. M., Franco, S., Jesse, D., Kondritz, B., Maxam, L., Much-McGrew, H., … Trunk, D. (2017). Served through service: Undergraduate students’ experiences in community engaged learning at a Catholic and Marianist university. Journal of Catholic Education, 20(2), 126–153. doi:10.15365/joce.2002062017
   Google Scholar
• Fitzgerald, H. E., Bruns, K., Sonka, S. T., Furco, A., & Swanson, L. (2016). The centrality of engagement in higher education. Journal of Higher Education Outreach and Engagement, 20(1), 223–244.
   Google Scholar
• Gelmon, S. B., Holland, B. A., & Spring, A. (2018). Assessing service-learning and civic engagement: Principles and techniques. Sterling, VA: Stylus.
   Google Scholar
• Harvard T.H. Chan School of Public Health. (2019). Harvard transdisciplinary research in energetics and cancer center. Retrieved from https://www.hsph.harvard.edu/trec/about-us/definitions/
   Google Scholar
• Kellogg Commission. (2001). Returning to our roots: Executive summaries of the reports of the Kellogg Commission on the future of state and land-grant universities. Washington, DC: National Association of State Universities and Land-Grant Colleges.
   Google Scholar
• Lenning, O. T., Hill, D. M., Saunders, K. P., Solan, A., & Stokes, A. (2013). Powerful learning communities: A guide to developing student, faculty, and professional learning communities to improve student success and organizational effectiveness. Sterling, VA: Stylus.
   Google Scholar
• McMurtrie, B. (2018, January 21). The hope and hype of the academic innovation center. The Chronicle of Higher Education. Retrieved from https://www.chronicle.com/article/The-HopeHype-of-the/242284
   Google Scholar
• Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. Thousand Oaks, CA: SAGE.
   Google Scholar
• Mobley, J. S., Rine, P. J., Kemeny, P. C., & Messer, H. C. (2018). Leading through placemaking and boundary spanning: Rural Christian higher education for the common good. Christian Higher Education, 17(1–2), 50–66. doi:10.1080/15363759.2018.1404816
   Web of Science ®Google Scholar
• Obama White House Archives. (2019). 21st century grand challenges. Retrieved from https://obamawhitehouse.archives.gov/administration/eop/ostp/grand-challenges
   Google Scholar
• Poturalski, H. (2019, January 3). New workforce development program serving recovering addicts. Dayton Business Journal. Retrieved from https://www.bizjournals.com/dayton/news/2019/01/03/new-workforce-development-program-serving.html
   Google Scholar
• Purcell, J. W. (2019). Future directions for community engagement in higher education: Advancing scholarship, building leadership capacity, and reaffirming commitments. In L. R. Sandmann & D. O. Jones (Eds.), Building the field of higher education engagement: Foundational ideas and future directions. Sterling, VA: Stylus.
   Google Scholar
• Spina, E. F. (2017). The university for the common good. University of Dayton magazine, Summer 2017, 27.
   Google Scholar
• Syracuse University. (2015). Story circles as ongoing and collaborative evaluation—Roadside theater’s “story to performance”: Assessing the practices of public scholarship. Syracuse, NY: Syracuse University. Retrieved from http://imaginingamerica.org/wp-content/uploads/2015/09/Story-Circles-as-Ongoing-and-Collaborative-Evaluation%E2%80%94Roadside-Theater%E2%80%99s-_Story-to-Performance_.pdf
   Google Scholar
• Toms, C. (2018). From homemaking to solidarity: Global engagement as common good in an age of global populism. Christian Higher Education, 17(1–2), 67–80. doi:10.1080/15363759.2018.1404817
   Web of Science ®Google Scholar
• Umoh, R. (2018). Mark Cuban says this skill will be critical in 10 years, and Elon Musk agrees. CNBC. Retrieved from https://www.cnbc.com/2018/07/26/the-skill-mark-cuban-and-elon-musk-say-is-critical-to-success.html
   Google Scholar
• United States Census Bureau. (2019). Quick facts: Dayton City, Ohio. Retrieved from https://www.census.gov/quickfacts/daytoncityohio
   Google Scholar
• University of Dayton. (2018a). City of Dayton. Dayton, OH: University of Dayton. Retrieved from https://udayton.edu/life/city-of-dayton.php
   Google Scholar
• University of Dayton. (2018b). Why the GEMnasium? Retrieved from https://udayton.edu/iact/academics/gemnasium.php
   Google Scholar
• University of Dayton. (2019). Our educational framework. Retrieved from https://udayton.edu/iact/about/syncragogy.php
   Google Scholar
• Watras, J. (2010). The racial desegregation of Dayton, Ohio, public schools, 1966-2008. Ohio History, 117, 93–107.
   Google Scholar
• World Economic Forum. (2016). The future of jobs: Employment skills and workforce strategy for the fourth industrial revolution. Geneva, Switzerland: World Economic Forum.
   Google Scholar
• Yamamura, E. K., & Koth, K. (2018). Place-based community engagement in higher education. A strategy to transform universities and communities. San Francisco, CA: Stylus.
   Google Scholar
• Zimmerman, E. B., Haley, A., Creighton, G. C., Bea, C., Miles, C., Robles, A., & Aroche, A. (2019). Assessing the impacts and ripple effects of a community-university partnership: A retrospective roadmap. Michigan Journal of Community Service Learning, 25(1), 62–76. doi:10.3998/mjcsloa.3239521.0025.106
   PubMedGoogle Scholar