Socially engaged research and teaching

Guide with resources for teaching staff wishing to start or enhance ongoing CERL projects, as well as developing the skills and know-how to carry them to completion.

_{Bates, C., McCann, S., & McGowan, C. (2018). Guide for Facilitators. Online Continuing Professional Development Module on Embedding Community Engaged Research and Learning in Higher Education Curricula. Retrieved from https://circlet.eu/wp-content/uploads/sites/15/2022/06/15-6-22-draft-IO4-module-guide-FINAL.pdf}

A University College London guide to developing learning programmes associated with the university community through co-creation with outside partners.

_{The Community Engaged Learning Service (n.d.). Five steps to developing a Community Engaged Learning programme, module or project. UCL Arena Centre. Retrieved July 21, 2021 from https://www.ucl.ac.uk/teaching-learning/publications /2019/nov/five-steps-developing-community-engaged-learning-programme-module-or-project}

An article highlighting the wide range of academic strategies and the consequences arising from the inclusion of civic engagement in Irish higher education teaching.

_{Boland, J.A. (2014). Orientations to civic engagement: insights into the sustainability of a challenging pedagogy. Studies in Higher Education, 39(1), 180-195. https://discovery.biblioteca.uoc.edu/permalink/34CSUC_UOC/166h2gj /cdi_crossref_primary_10_1080_03075079_2011_648177}

Tools for educators for revitalizing and redesigning curricula in higher education, from a responsible research and innovation perspective.

_{Tassone, V. and Eppink, H. (2016, June 30). The EnRRICH Tool for Educators: (Re-)Designing curricula in higher education from a “Responsible Research and Innovation” perspective. EnRRICH Project. https://rri-tools.eu/-/the-enrrich-tool-for-educators-re-designing-curricula-in-higher-education-from-a-responsible-research-and-innovation-perspective}

A toolkit for higher education teaching staff on designing blended/hybrid learning courses (those combining classroom and online learning).

_{Anthoney, M., Jacobson, J. and Snare, J. (2018). Innovating with Purpose: The Blended Flow Toolkit for Designing Blended/Hybrid Courses. Educause Learning Initiative. Retrieved July 28, 2021 from
https://library.educause.edu/resources/2018/1/innovating-with-purpose-the-blended-flow-toolkit-for-designing-blended-hybrid-courses}

A set of resources from Seattle University for planning learning activities in courses combining classroom and online learning.

_{Centre for Digital Learning Innovation (n.d.). CDLI Blended Flow Toolkit. Seattle University. Retrieved from https://seattleu.instructure.com/courses/1569931}

Ten tips on creating inclusive and accessible online assessments within the framework of Irish higher education.

_{National Forum for the Enhancement of Teaching and Learning in Higher Education and AHEAD (2020). 10 Ways to Ensure On-Line Assessment is Accessible and Inclusive. DOI: 10.6084/m9.figshare.13365551. Retrieved July 28, 2021 from https://hub.teachingandlearning.ie/resource/10-ways-to-ensure-online-assessment-is-accessible-and-inclusive/#}

Infographic on how to design web pages with accessibility in mind.

A guide on ethical aspects to be borne in mind when partnering with community organizations in the creation or design of learning and research projects.

_{Ethics of Community – Higher Education Engagement (2018), Campus Engage Ireland. Retrieved from http://www.campusengage.ie/wp-content/uploads/2018/12 /Ethics-of-Community-HE-Engagement-WEB.pdf}

A guide for communities outside of Ireland's higher education institutions for establishing meaningful partnerships.

_{Campus Community Partnerships (2018), Campus Engage Ireland. Retrieved from http://www.campusengage.ie/wp-content/uploads/2018/12/Campus-Community-Partnerships-WEB.pdf}

A guide to the ethical and practice principles to be employed in community-based participatory research using data associated with participants' everyday lives.

_{Centre for Social Justice and Community Action, Durham University (UK) and National coordinating Centre for Public Engagement (UK) (2012). A guide to ethical principles and practice. Retrieved from
https://www.dur.ac.uk/resources/beacon/CBPREthicsGuidewebNovember20121.pdf}

A guide for students and teaching staff explaining the benefits of approaches involving collaborative processes between the two groups, and providing practical tips.

_{Queen's University Belfast (n.d). A guide to engaging students through a partnership approach in teaching and learning. Retrieved from https://pure.ulster.ac.uk/en/publications/staff-and-student-guide-to-engagement-through-partnership}

TED Talk by Ernesto Sirolli, an expert in sustainable development, explaining the importance of listening to the community we seek to help before embarking on projects.

_{Sirolli, E. (2012). Want to help someone? Shut up and listen.TED Conferences. https://www.ted.com/talks /ernesto_sirolli_want_to_help_someone_shut_up_and_listen/transcript}

A blog entry explaining the importance of ethics in securing the engagement of the communities with which we work and how to apply it.

_{Stuart, G. (2013). Ethics and Community Engagement https://sustainingcommunity.wordpress.com /2013/07/09/ethics-and-community-engagement/}

A collection of key projects, resources and tips for fostering partnerships with higher education students.

_{AdvancedHE (2020). Student engagement through partnership in higher education. Retrieved from
https://www.advance-he.ac.uk/guidance/teaching-and-learning/student-engagement-through-partnership}

The official website of the National Co-ordinating Centre for Public Engagement, an institution inspiring and supporting universities to incentivize public participation.

_{National Co-ordinating Centre for Public Engagement. (2018). Images of Public Engagement. United Kingdom: Bristol. Retrieved from https://www.publicengagement.ac.uk/nccpe-projects-and-services /images-public-engagement-2018}

A route map setting out a number of points to consider with regard to relations between academic researchers and their partners in community-engaged research in order to maintain solid bonds throughout every stage of the process.

_{Ross, L. F., Loup, A., Nelson, R. M., Botkin, J. R., Kost, R., Smith, G. R., and Gehlert, S. (2010). The Challenges of Collaboration for Academic and Community Partners in a Research Partnership: Points to Consider. Journal of Empirical Research on Human Research Ethics, 5(1), 19–31. Retrieved from https://discovery.biblioteca.uoc.edu /permalink/34CSUC_UOC/166h2gj/cdi_proquest_miscellaneous_733519638}

A toolkit for helping organizations to create partnerships to support learning environments.

_{The Colorado Education Initiative, Generation Schools Network (n.d.). Designing community partnerships to expand student learning: a toolkit. Retrieved from https://www.coloradoedinitiative.org/Resources /designing-community-partnerships-to-expand-student-learning-toolkit/}

A toolkit to help organizations to implement innovative, impactful and communicative strategies with the community.

_{Department of Health and Human Services (2012). Engaging your community: a toolkit for partnership, collaboration and action. Retrieved from https://www.healthytxyouth.org/resources/engaging-your-community-a-toolkit-for-partnership-collaboration-and-action}

A University of Edinburgh toolkit to support personal reflection or to facilitate reflection in others.

_{The University of Edinburgh. (2022). Reflection Toolkit. Retrieved from https://www.ed.ac.uk/reflection}

A set of assessment and reflection tools and resources for community-based participatory research (CBPR) and community-engaged research (CEnR) projects or associations.

_{The University of New Mexico (n.d.). CBPR Engage for Equity (2015-2020). Retrieved from
https://cpr.unm.edu/research-projects/cbpr-project/index.html}

An article providing a global overview of the assessment of service-learning initiatives, providing data to show their effectiveness and for refining current initiatives.

_{Holland, Barbara A. A Comprehensive Model for Assessing Service-Learning and Community-University Partnerships. New Directions for Higher Education, 51-60. Retrieved from https://discovery.biblioteca.uoc.edu/permalink/34CSUC_UOC/166h2gj /cdi_wiley_primary_10_1002_he_13_HE13}

An article with assessment case studies developed at Portland State University to measure the impact of service learning on students, faculty and other members of the community.

_{Driscoll, A., Holland, B., Gelmon, S., and Kerrigan, S. (1996). An Assessment Model for Service-Learning: Comprehensive Case Studies of Impact on Faculty, Students, Community, and Institution. Michigan Journal of Community Service Learning. Retrieved from
https://digitalcommons.unomaha.edu/slceslgen/175}

Article on the Shumer Self-Assessment for Service-Learning (SSASL) system aimed at sector professionals seeking to assess their current initiatives.

_{Shumer, R. D., Duttweiler, P., Furco, A., Hengel, M. S. and Willems, G. (2000). Shumer's Self-Assessment for Service Learning. Retrieved from
http://digitalcommons.unomaha.edu/slceslgen/145}

An explanation of what participative assessment is and its benefits, within the framework of project development.

_{Rabinowitz, P. (n.d.). Participatory Evaluation. The Community Tool Box. Centre for Community Health and Development, University of Kansas. Retrieved August 24, 2021 from https://ctb.ku.edu/en/table-of-contents/evaluate/evaluation /participatory-evaluation/main}

A systematic review of community‐engaged research (CEnR) projects that can help demonstrate their impact upon society.

_{Luger, T. M., Hamilton, A. B., & True, G. (2020). Measuring community-engaged research contexts, processes, and outcomes: a mapping review. The Milbank Quarterly, 98(2), 493-553. Retrieved from https://discovery.biblioteca.uoc.edu/permalink/34CSUC_UOC/166h2gj /cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_7296434}

Find out how CIRCLET was run in the classrooms of the various partner universities by exploring inspiring examples from around the world.