Community Engagement and the COVID-19 Pandemic [Hardback]

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Community Engagement and the COVID-19 Pandemic

Affordances and Challenges of Service Learning in Crisis

Tawnya Azar (Ed.)

by Jill Lassiter (James Madison University), Sasha Adkins (University of Massachusetts Amherst), Maggie Ozan-Raffery (Loyola University Chicago), Bethany Atkins (Upwardly Global), Rita Colistra (West Virginia University), Emily Troshynski (University of Nevada Los Vegas), Carolyn Willis (University of Nevada Los Vegas)... , Shawn Donnelly (The Society of St. Vincent de Paul), Jennifer A. Yee (California State University Fullerton), Zapoura Newton-Calvert (Portland State University), Kelly Bohrer (University of Dayton), Megan Shepherd (University of Cincinnati Clermont College), Donald Ziegler (Loyola University Chicago), Mary Mathis Burnett (Arizona State University), Bailey Borman (Arizona State University), Audrey Falk (Merrimack College), Barrett Brenton (Binghamton University), Martina Jordaan (University of Pretoria), Tamar Frolichstein-Appel (Upwardly Global), Sophía E. Soberón (The Cambodian Family), Lucy N. Ngo (Ahri Center), Kathy Minji Kim (Viet Rainbow of Orange County), Molly Malany Sayre , Nichola Driver (University of Arkansas Clinton School of Public Service), Jennifer Musial (New Jersey City University), Brandon Bauer (St. Norbert College), Sarah Dempsey (St. Mary’s College of California), William Besson (St. Mary’s College of California), Tawnya Azar (George Mason University), Gloria Poveda (California Northstate University), Nicholas Valley (California Northstate University), Bemmy Granados (EcoAgriculture Partners), Douglas Barrera (University of California Los Angeles Center for Community Engagement), Lauren Burrow (Stephen F. Austin State University), Heather K. Olson Beal (Stephen F. Austin State University), Carla Wilson (Northern Arizona University), Tiffany Jacob (University of Arkansas Clinton School of Public Service), Becca Bona (University of Arkansas Clinton School of Public Service), Kelsey Ruiz (The University of Massachusetts Amherst), Olga M. Correa (The University of Massachusetts Amherst), Anastasia Morton (The University of Massachusetts Amherst), Ryan Couillou (Georgia Southern University), Beth McGee (Georgia Southern University), Chuck Black (Campus Vote Project), Kassie Phebillo (Campus Vote Project), Susan Haarman (Loyola University Chicago) Show more

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Community-engaged (CE) teaching is not a new concept. However, in the past several years, it has gained increased emphasis, as is evident by the changes to institution mission statements and the allocation of institution resources to support faculty development in CE teaching, as well as to support CE coursework and research.
The arrival of the COVID-19 pandemic forced many faculty members to pivot to an all-online instruction model, impacting community-engaged teaching and research in both predictable and unexpected ways. Community partners, facing similar struggles to serve their communities with restrictions on face-to-face interaction, were often too overwhelmed to work with higher education volunteers. Legally, universities could not ask students to risk their health with face- to-face community engagement. In fact, the number of CE courses decreased dramatically in 2020 and 202... 1 due to the unique challenges posed by the pandemic.
At the same time, the pandemic presented some CE faculty with new opportunities for community-engagement. Some responded swiftly to the immediate needs of the local, regional, or national community with which they worked, taking advantage of the affordances of digital technology or capitalizing on the issues that the pandemic itself created or exacerbated. This collection captures the incredible work (of pivoting and innovating) in community-engaged teaching. With a primary focus on community-engaged teaching in higher education, this collection explores how faculty, students, and community partners navigated their work during the COVID-19 pandemic. Additionally, it raises important questions about how we might stay engaged with community during a crisis. Show more

List of Figures
List of Tables

Part 1: Responding to Communities in Crisis
Chapter 1 Introduction
Chapter 2 How Do We Care for One Another in a Crisis?: Using Mutual Aid Assignments to Build Community
Dr. Carla Wilson
Northern Arizona University
Dr. Jennifer Musial
New Jersey City University
Chapter 3 Art in a Democratic Society
Brandon Bauer
St. Norbert College
Chapter 4 Online Community Engagement During the COVID-19 Pandemic: Was It St... ill a Mutually-Beneficial Experience?
Dr. Sarah Beth Dempsey
Saint Mary’s College of California
William T. L. Besson
Saint Mary’s College of California
Chapter 5 Bridging the Digital Divide: CommunityEngaged Writing and Advocacy
Dr. Tawnya Azar
George Mason UniversityChapter 6 An Integration of STEM and Service-Learning from the Ashes of a Pandemic
Dr. Gloria Poveda
California Northstate University
Dr. Nicholas Valley
California Northstate University

Part 2: The Student Experience
Chapter 7 Embracing the Challenges to CommunityEngaged Teaching Brought on by the Pandemic: Examination of Student Community-Engaged Research Through Two Case Studies
Dr. Bemmy Granados
EcoAgriculture Partners
Dr. Douglas Barrera
University of California, Los Angeles
Chapter 8 Pre-Service Teachers’ Learning Outcomes Resulting from an Online Co-Teaching Experience of Local Mothers and College Professors During Early COVID-19
Dr. Lauren E. Burrow
Stephen F. Austin State University
Dr. Heather K. Olson Beal
Stephen F. Austin State University
Chapter 9 Community-Engaged Research in a Virtual Environment: Challenges and Lessons Learned from Pivoting Graduate Student International Research Projects
Dr. Nichola Driver
University of Arkansas Clinton School of Public Service
Tiffany Jacob
University of Arkansas Clinton School of Public Service
Becca Bona
University of Arkansas Clinton School of Public Service
Chapter 10 Navigating (Remote) College Going Pathways Alongside Black and Latinx Youth
Kelsey Ruiz
The University of Massachusetts Amherst
Dr. Olga M. Correa
The University of Massachusetts Amherst
Anastasia Morton
The University of Massachusetts Amherst

Part 3: Community Partner Perspectives
Chapter 11 Learning from the Past, Looking to the Future: Service-Learning in Higher Education
Dr. Ryan J. Couillou
Georgia Southern University
Dr. Beth L. McGee
Georgia Southern University
Chapter 12 Organizing Apart: How College Students Engaged their Peers in the 2020 Election
Chuck Black
Campus Vote Project and Temple University
Kassie Phebillo
Campus Vote Project and University of Texas, Austin
Chapter 13 Going Global Rather than Local During and After the Pandemic: Shifting from Placement-Based to Project-Based Service-Learning
Dr. Susan Haarman
Loyola University Chicago
Dr. Donald Ziegler
Loyola University Chicago
Dr. Sasha Adkins
University of Massachusetts Amherst
Maggie Ozan-Raffery
Loyola University Chicago
Tamar Frolichstein-Appel
Upwardly Global
Chapter 14 Connecting Amidst the Chaos: Shifting Community Engagement and Tourism Brand Implementation to a Virtual Environment
Dr. Rita Colistra
West Virginia University
Chapter 15 Coming Home During a Pandemic: Lessons on Community Engagement for Reentry Success
Dr. Emily I. Troshynski
University of Nevada Los Vegas
Dr. Carolyn Willis
University of Nevada Los Vegas
Chapter 16 A Community Partner’s Perspective - Response to COVID-19, Service-Learning, and Community Connection
Shawn Donnelly
The Society of St.Vincent de Paul

Part 4: Theoretical Approaches
Chapter 17 The Power of Community-University Partnerships During the COVID-19 Pandemic: Virtual Critical Service Learning for Social Justice in Asian American Studies
Dr. Jennifer A. Yee
California State University, Fullerton
Sophía E. Soberón
The Cambodian Family
Lucy N. Ngo
Ahri Center
Kathy Minji Kim
Viet Rainbow of Orange County
Chapter 18 From “Community-Based” Learning to “Community-Interdependent” Practice: How Critical Pedagogy and Emergent Strategy Guided us Through Fracture and into Change
Zapoura Newton-Calvert
Portland State University
Chapter 19 Applying Ethical Engagement Frameworks to Adapt a Community-Engaged Learning Program to a Remote/Virtual Experience
Kelly Bohrer
University of Dayton
Molly Malany Sayre
University of Dayton
Megan Shepherd
University of Cincinnati Clermont College
Chapter 20 Faculty Reflection on Community-Engaged Learning: Lessons from the Pandemic
Dr. Jill Lassiter
James Madison University
Chapter 21 Leading with Empathy – Reflections on Navigating COVID-19, Community Partnerships, and Student Needs in Community-Engaged Teaching
Bailey Borman
Arizona State University
Dr. Mary Mathis Burnett
Arizona State University
Chapter 22 Higher Education Community Engagement Pivots Supported Through a Virtual Community of Practice
Dr. Audrey Falk
Merrimack College
Dr. Barrett Brenton
Binghamton University
Dr. Martina Jordaan
University of Pretoria

Contributors
Index Show more

Tawnya (Ravy) Azar, Ph.D. is a Term Associate Professor of English at George Mason University. Azar has been an instructor of composition and literature in higher education since 2009 and has taught community-engaged classes since 2019. She also held a Faculty Associate position with the office of Civic Engagement at George Mason University for Community Engaged Teaching and Learning Support. Her community-engaged classes focus on the digital divide and include both placement-based and project-based service learning components, working with over ten community partners, participating in two Dig... ital Inclusion awareness campaigns, and recruiting both nonprofit and industry stakeholders to hear student concept pitches. In 2021, she was nominated for Engaged Faculty Award, Social Action and Integrative Learning at George Mason University. Show more

Service learning, community engagement, civic engagement, community-based learning, solutions-based learning, experiential learning, undergraduate research, participatory research, community partnerships, reciprocity, digital pedagogy, hybrid pedagogy, critical pedagogy, anti-racist pedagogy, STEM pedagogy, community engaged research, advocacy, activism, design thinking, graduate pedagogy