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December 2, 2019 | ||||
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In This Issue:
Deliberative Dialogue Participants Express Concern about Families Affected by Changes to Temporary Protected Status Education Faculty Members Co-author Journal Article on Risk Indicators of School Failure Nominations for Community Engagement Awards 2020: Service-Learning Faculty Category Presentation Proposals for 2020 Community Engagement Symposium Now Being Accepted Barry University and Virginia Key Beach Park Trust: Proud of Our Partnership CCSI Invites Faculty Members to Apply for Community-Based Research Incentives
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TPS beneficiaries “have deep roots in our community”
People granted temporary protected status in the
Participants in a deliberative dialogue on temporary protected status, or TPS, expressed concern about current White House moves to cancel the humanitarian program for people from several countries, including El Salvador, Honduras, and Haiti.
"Temporary Protected Status: Should Persons from Countries Affected by Armed Conflict and Natural Disasters be Allowed to Remain in the The U.S. Congress created TPS in the Immigration Act of 1990. The legal status is granted to people from designated countries facing civil strife, natural disasters, or other critical situations. The status allows them to live and work temporarily in the
TPS beneficiaries “have deep roots in our community,” deliberative dialogue participants asserted, and “they fuel the economy” by contributing billions of dollars to the GNP. The participants expressed the view that the Trump administration's decision to end TPS reflected “underlying racism.”
Marleine Bastien, executive director of the Family Action Network Movement (FANM), and Adonia R. Simpson, director of the Americans for Immigrant Justice Family Defense Program, were on the panel of lead participants at the campus forum. The panel also included Dr. Karen Callaghan, a Barry professor of sociology, and Antonio Rodriguez, a Barry Service Corps Fellow and political strategist for the College Democrats of America.
Pointing out that conditions in El Salvador, Honduras, and Haiti had not improved, Callaghan expressed concern about the dangers people would face if they were sent back.
Noting that hundreds of thousands of children were born in the United States to TPS beneficiaries, Callaghan asked, “If parents were removed, what would happen to the children?”
Participants also referred to the effects of the recent hurricane that has devastated islands of the Bahamas and to the administration’s refusal to extend TPS to Bahamians. The situation in the Bahamas is exactly why TPS was created, they argued.
Bastein mentioned that uncertainties surrounding TPS had a psychological impact on immigrants. She said children found it difficult to sleep and mental health issues had become prevalent.
Simpson said the situation was “going to push people back in the shadows,” and “not everybody will go home.”
Participants noted that TPS did not provide a pathway to U.S. citizenship. However, Simpson, an immigration lawyer, said TPS beneficiaries should be encouraged to naturalize so they can be future voters. Deliberative dialogue participants suggested that people educate themselves about policies and practices affecting immigrants, vote for candidates who believe in fair treatment for people from other countries seeking refuge here, and support community-based organizations,
Dr. Sean Foreman, a Barry professor of political science, was the moderator of the forum.
The CCSI organizes the Deliberative Dialogue Series as an approach to civic learning and engagement in addressing hot-button social issues. The series brings together campus and community stakeholders to weigh perspectives on the issues and to work towards practical solutions.
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Education Faculty Members Co-author Journal Article on Risk Indicators of School Failure
Three Barry School of Education faculty members are co-authors – with colleagues from Florida International University (FIU), Nova Southeastern University (NSU), and
Dr. Gerene K. Starratt, professor of education; Dr. Emilie Ney, associate professor of school psychology; and Dr. Lauren Shure, associate professor of counseling, are among the 10 co-authors of the article.
Titled “Mixed Methods Assessment of the Dimensionality of Risk Indicators of School Failure: A Collaborative Approach to Bridge a Research-to-Practice Gap,” the article will appear in the International Journal of Multiple Research Approaches (Volume 11, No. 2).
“This study is a product of our research alliance, representing co-authors from three universities – FIU (1 co-author), NSU (2), Barry (3) – and
Starratt (in 2014) and Shure (in 2015) have been recipients of the Community-Based Research Award presented by Barry’s Center for Community Service Initiatives (CCSI).
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Nominations for Community Engagement Awards 2020: Community Engagement Educator Category
Community Engagement Educator is one of the seven categories for which Community Engagement Award nominations are being accepted.
Students, faculty, and staff members, as well as community partners, are invited to submit nominations by January 27.
The other award categories are Community Impact,Community Partnership, Community-Based Research, Engaged Scholarship, Community Engagement Educator, and Engaged Department.
The Center for Community Service Initiatives (CCSI) will host Barry’s seventh annual Community Engagement Awards on March 25.
The nomination forms are available in CEMS, the Community Engagement Management System <http://web.barry.edu/service/ProgramView.aspx?ID=1494>.
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Presentation Proposals for 2020 Community Engagement Symposium Now Being Accepted
The Center for Community Service Initiatives (CCSI) and the Quality Enhancement Plan (QEP) Implementation Committee is now accepting proposals for presentations at Barry’s seventh annual Community Engagement Symposium.
Students as well as faculty, staff, and community partners are invited to submit proposals for presentations by January 31.
The theme of the symposium is "Engagement in Purposeful Projects: From Awareness to Action.”
In the context of community engagement, purposeful projects include experiential learning practices such as service-learning, community-based research, fieldwork, study abroad, capstones, and internships.
Proposals should address the theme of the symposium and identify the experiential learning practice that was implemented. Successful proposals will specify the course or co-curricular project, the social or community issue addressed, the related activities undertaken, and the actual learning outcomes. Proposals should also emphasize how the project was designed to be purposeful and how student awareness was translated into action.
Scheduled for March 25, the 2020 symposium will highlight student learning outcomes of community engagement practices in the context of Barry’s Quality Enhancement Plan (QEP) titled “Fostering Personal and Social Responsibility through Experiential Learning.”
For additional information on the symposium, contact the CCSI at service@barry.edu.
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During a day of service last month,
President Mike Allen and Guy Forchion, executive director of the Virginia Key Beach Park Trust, delivered remarks before the service projects got underway. They expressed pride in the partnership.
“Your help and volunteering spirit has been so important to the maintenance and existence of this park,” Forchion told the Barry volunteers.
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CCSI Invites Faculty Members to Apply for Community-Based Research Incentives
The Center for Community Service Initiatives (CCSI) is inviting faculty to apply for Community-Based Research Incentives. The incentives support the development and implementation of CBR projects.
CBR incentives are awarded through a competitive process to full-time faculty members who teach undergraduate and/or graduate courses. Up to three CBR awards are usually available each year. Applicants may request $500–$1,000.
Community-based research is a collaborative process of critical inquiry into problems or issues faced by a community. Faculty (and sometimes staff) members and students collaborate with community partners on applied research projects that address specific problems or issues and simultaneously promote social change. Research questions emerge from the needs of the community. The goal of the research is to produce and disseminate information that will benefit community members or agencies serving the community.
Through CBR, students learn research design, data collection, data analysis, and reporting.
A CBR project may be conducted by an entire class, or by a group or team. Each team must include at least one student, a faculty member (as co-investigator and/or mentor), and a community partner. Staff members may be included on the research team.
The assessment of proposals is based on six criteria, with categories including Community Rationale, Community Partnerships, Student Participation, and Budget. A document with a detailed description of the program, the application form, and the rubric used by the Review Committee for assessing applications are available in CEMS, the Community Engagement Management System.
CBR proposals may be submitted at any time this semester. For further information, contact Dr. Glenn Bowen in the CCSI at gbowen@barry.edu. | ||||
Community Engagement News
Posted On : December 02, 2019
