Title Page, Copyright

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Contents

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pp. v-vi

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Introduction

Sandra L. Barnes, Lauren Brinkley-Rubinstein, Bernadette Doykos, Nina C. Martin, Allison Mcguire

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pp. 1-22

Town versus gown— publish or perish. The academy is often described as an ivory tower, isolated from the community around it. This edited volume2 describes a more integrated model for the academy wherein students and faculty work with communities...

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Part I: Theories, Frameworks, and Twenty- First Century Deweyism

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pp. 23-26

Although valuable for the sake of scholarly inquiry, academicians are increasingly challenged to make their research applicable and accessible outside the classroom. Moreover, more institutions of higher learning are realizing the untapped sources of knowledge...

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1. John Dewey, Participatory Democracy, and University-Community Partnerships

Robert Innes, Leigh Gilchrist, Susan Friedman, Kristen Tompkins

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pp. 27-48

The preceding headlines were taken from recent news reports about two contemporary examples of participatory democracy. Whether one agrees or disagrees with the Occupy Wall Street or Tea Party movements,1 they represent examples of grassroots collective responses to societal change and concerns...

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2. The Ethical Foundations of Human and Organizational Development Programs

Paul R. Dokecki, Mark McCormack, Hasina Mohyuddin, Linda isaacs

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pp. 49-70

The ethical theory presented in this chapter, the Ethics of Human Development and Community (EHDC), is a direct inheritor of the legacy of Nicholas Hobbs, who, among his many accomplishments, developed the first code of ethics for the field of psychology...

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Part II: Implications andResponses: Academics in Action!

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pp. 71-74

According to American educator, philosopher, and psychologist Williams James, “Act as if what you do makes a difference. It does.”1 This charge is the impetus behind the four chapters in Part II. Each piece describes systematic attempts to respond to social...

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3. Using Research to Guide Efforts to Prevent and End Homelessness

Marybeth Shinn, Lindsay S. Mayberry, Andrew L. Greer, Benjamin W. Fisher, Jessica Gibbons-Benton, Vera S. Chatman

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pp. 75-97

Homelessness is a pressing national problem afflicting 578,000 Americans on a given night (U.S. Department of Housing and Urban Development, 2014, Annual Homeless Assessment Report to Congress, hereafter AHAR, 2014). Far larger...

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4. Ecological Research Promoting Positive Youth Development

Carol T. Nixon, Bernadette Doykos, Velma Mcbride Murry, Maury Nation, Nina C. Martin, Alley Pickren, Joseph Gardella

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pp. 98-123

Research in the fields of prevention and youth development has tended to focus on the mechanisms through which youth intra- and/or interpersonal processes affect individual youth outcomes. The predominant prevention research paradigm recommended...

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5. Putting Boyer’s Four Types of Scholarship into Practice

Lauren Brinkley-Rubinstein, Vera S. Chatman, Laurel Lunn, Abbey Mann, Craig Anne Heflinger

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pp. 124-141

There is an increasing awareness that health is influenced by a variety of factors that were not traditionally considered impactful. This evolution in thinking has resulted in the need for public health interventions to become increasingly interdisciplinary...

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6. Conducting Research on Comprehensive Community Development Initiatives

Kimberly D. Bess, Bernadette Doykos, Joanna D. Geller, Krista L. Craven, Maury Nation

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pp. 142-162

Over the last twenty years, a number of scholars have examined the complexities of university-community partnerships. The majority of such work has resulted from collaborative approaches to prevention and intervention and disproportionately exists in...

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Part III: Academic Structures That Foster Synergy, Collaboration, and Courses

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pp. 163-166

Adopting and adapting Dewey’s approach to lifelong learning described in Part I of this volume as well as performing the type of university community engagement work detailed in Part II would not be possible without institutional and departmental...

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7. The Field School in Intercultural Education as a Model for International Service-Learning and Collaborative Action-Research Training

Holly L. Karakos, Benjamin W. Fisher, Joanna Geller, Laurel Lunn, Neal A. Palmer, Douglas D. Perkins, Nikolay Mihaylov, William L. Partridge, Sharon Shields

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pp. 167-190

The Department of Human and Organizational Development (HOD) recognizes that many of its students need to develop skills that will allow them to successfully navigate research and/or practice across cultures.1 Our attempt to train students...

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8. Creating a Mosaic of Religious Values and Narratives

Hasina Mohyuddin, Mark Mccormack, Paul R. Dokecki, Linda Isaacs

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pp. 191-212

Religious diversity and prejudice have been and continue to be per sis tent features of the United States religious landscape, with various minority religious groups at different points in U.S. history serving as targets of derision and discrimination for a majority...

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9. Internship: Situated Learning in the Department of Human and Organizational Development

Heather L. Smith, Victoria J. Davis, Marybeth Shinn, Stephanie Zuckerman

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pp. 213-237

For thousands of years, some of the great thinkers of the times acknowledged that experience is a source of powerful learning. In addition to the preceding noted quotes, in about 500 BCE, Confucius said, “I hear and I forget, I see and I remember...

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10. Can Synergy Across Theory, Pedagogy, and Practice Guide Professional Education?

Andrew Finch, Oluchi Nwosu, Gina Frieden, Emily Hennessey, Craig Anne Heflinger, Allison McGuire, Sarah V. Suiter, Emily Burchfield, Nina C. Martin, Linda Isaacs, Lauren Brinkley- Rubenstein, paul Speer, Abbey Mann, Sharon Shields, neal Palmer, Bethany Pittman, Sandra L. Barnes

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pp. 238-259

The two professional development programs in the department of Human and Organizational Development, Community Development and Action (CDA), and Human Development Counseling (HDC) represent examples of informing theory with practice at its best.3 Both efforts are firmly undergirded...

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Conclusion: Academics in Action—Bridging Principles and Practice!

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pp. 260-272

It seems only fitting that this volume committed to action-oriented, reflexive, community-minded research, teaching, and service concludes with charges by two seminal historic figures who espoused key tenets featured in...

About the Editors

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pp. 273-274

Index

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pp. 275-280