Community-Engaged Research and Publications

Scholarship of Teaching and Learning (SoTL)

Perren, J., Grove, N., & Thornton, J. (2013). Three empowering curricular innovations for service-learning in ESL programs. TESOL Journal, 4(3). 463-486.

Hodges, A.C. Using Experiential Education to Develop Human Resources for the Nonprofit Community: A Course Study Analysis. Drexel Law Review, 6(1).

Howard, A. (2009). Engaging the city: Civic participation and teaching urban history. Journal of Urban History, 36(1). 42-55.

Vazquez, K. E., & Wright, M. (2018). Making visible the invisible: social justice and inclusion through the collaboration of museums and Spanish community-based learning projects. Dimensions.

Cecka, Dale Margolin, Steven Berenson, Lisa Martin, Karen Pearlman Raab, and Maryann Zavez. 2010. “Empowerment, Innovation, and Service: Law School Programs Provide Access to Justice and Instill a Commitment to Serve.” 48 Family Court Review 672.

Browder, Laura, and Patricia Herrera. 2012. “Civil Rights and Education in Richmond, Virginia: A Documentary Theater Project.” Transformations: The Journal of Inclusive Scholarship and Pedagogy23(1):15-36.

Datta, Monti Narayan. 2014. “Applying Community-based Learning in Teaching and Researching Contemporary Slavery.” Current Undergraduate Research Quarterly 34(3):17-18.

Community-Engaged Research

Benjamin Blevins, Guadalupe C. Ramírez, and Jonathan B. Wight, “Short-Term Study Trips in the Americas: Pedagogy and Logistical Best Practices,” Journal of Teaching in International Business 31(4)(2020): 293–311.

Benjamin Blevins, Guadalupe C. Ramírez, and Jonathan B. Wight, “Ethics in the Mayan Marketplace,” in Mark D. White, ed., Accepting the Invisible Hand: Market-Based Approaches to Social-Economic Problems (Palgrave Macmillan, 2010), pp. 87-110.

Browder, L. & Herrera, P. An Archive, Public Participation, and a Performance. Public: A Journal of Imagining America, 1:2.

Hoffman, Jeremy S., Shandas, V., Voelkel, J., Boyer, J., Fong, S. S., Harnsberger, G., Lookingbill, T.R., Maurakis, E.G., Sheridan, J. P., Zatcoff, A. (2018, in preparation). Assessing and communicating urban heat island effects and vulnerability using citizen science engagement in Richmond, Virginia, USA. Urban Climate Elsevier Journal.

McConnell, J. E. (2018). 30 tips for excellence in juvenile defense. Virginia Champion, Winter(12).

McConnell, J. E. (2017). Capital sentencing for children in Virginia in the wake of Miller v. Alabama and Montgomery v. Louisiana. Richmond Public Interest Law Review, 21(1). 47-58.

McConnell, J. E., & Ciolfi, A. (Eds.). (2018). Juvenile law and practice in Virginia. Charlottesville, VA: Virginia Continuing Legal Education.

Courtenay, CI., and Lookingbill, TR. (2014). Designing a Regional Trail Network of High Conservation Value Using Principles of Green Infrastructure. Southeastern Geographer 54(3):270-290.

Finley-Brook, M., Williams, T.L., Caron-Sheppard, J.A., and Jaromin, M.K. (2018). Critical Energy Justice in US Natural Gas Infrastructuring. Energy, Research, & Social Science41:176-190.

The Bonner Center for Civic Engagement (CCE) generated terms for community-engaged faculty activity in 2019, involving extensive faculty input. According to these definitions, "[w]hen faculty engage their scholarly and/or other creative expertise with the expertise of community stakeholders in order to co-create new knowledge that serves a public good extending beyond the academic purpose of the work, it is called community-engaged scholarship. Through a coherent, purposeful sequence of activities, community-engaged scholarship yields artifacts of public and intellectual value, invites peer collaboration and review from a broad group of relevant experts, and is presented in a form that others can use, test, and build upon."

The collaborative methods that are central to community-engaged scholarship and other forms of creative activity, including participatory action research, frequently require time and resources beyond the normal scope of traditional academic research. Recognizing this, the CCE is pleased to offer a small grants program to support the development, production, and dissemination of community-engaged scholarship undertaken by UR faculty in conjunction with community collaborators in the Greater Richmond region. This grant can be used to support collaboration at all stages of a community-engaged research project.

Potential uses include:

• serving as a seed grant to solidify partnerships and/or research planning and to form the basis of future grant proposals;
• augmenting partnership and engagement activities within a current research program, including by compensating community collaborators, funding space or material rental, etc.;
• supporting the production of scholarly and creative artifacts emerging from the collaboration; these may take a variety of forms depending on the nature and purpose of the project;
• and supporting the public dissemination of scholarly and creative products in a variety of venues, again depending on the nature and purpose of the project. NOTE: funds for community partner participation in conference presentations is available via the CCE’s Faculty Conference Grants.

Regardless of the stage of work this grant is supporting, the proposed grant must reflect the definition of community-engaged scholarship above, and must specifically reflect engagement with the expertise of community collaborators. The CCE encourages the use of this grant as supplement to existing funding sources, either internal or external; however, if that is the case, it must be used for a portion of the work not explicitly otherwise funded. Funds must be used by September 30, 2024. Please email Derek Miller at dmiller4@richmond.edu with any questions.

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