Emily Bowling - Oregon State University (original) (raw)

Papers by Emily Bowling

Research paper thumbnail of Coupled Pedagogy: A Study of Sustainability Education and Community-Based Learning in the Senior Capstone Program at Portland State University

Sustainability has emerged in mainstream higher education over the last few years, and the fields... more Sustainability has emerged in mainstream higher education over the last few years, and the fields of community-based learning and sustainability education are closely linked through their emphases on active, experiential learning in place-based contexts. In order to create ecologically literate citizens to more adequately address environmental problems, there is a logical connection between teaching about sustainability and engaging students in the community, which can serve as a relevant forum to address sustainability issues. However, there is a problem in that educational programs and courses dealing directly with sustainability topics across the higher education landscape often do not emphasize or include experiential, community-based elements. Understanding this relationship is crucial to advance the field of sustainability with meaningful community engagement. This research investigated the pedagogical strategies and frameworks that are foundational in undergraduate capstone courses that include sustainability education and community-based learning. A sample of five community-based, interdisciplinary senior capstone courses at Portland State University was examined through semi-structured interviews with course instructors and syllabi review. Three broad themes emerged as common values among the instructors: connectedness and relationships, community and place, and diversity and inclusiveness. Reflection was a tool utilized universally by instructors to personalize the learning process, cultivate understanding of connectedness and relationships, and incorporate feelings into the learning process. Competencies and skills related to sustainability and those related to civic engagement were very similar; engagement in community is a sustainable practice. This study provides cogent support vii Chapter III Methodology .

Research paper thumbnail of Student-Centered Volunteering' in the University System: The Case of CCE at Oregon State University

Journal of Educational and Social Research, 2015

Today, universities wish to be defined as motivators that work interactively with all parts of th... more Today, universities wish to be defined as motivators that work interactively with all parts of the society and that pioneer many social changes. Accordingly, universities are expected to determine and execute their education policies in an interactive network based on the needs of all segments of the society. In this context, it is necessity to discuss how universities deliver on their public purpose, and improve infrastructure for volunteer, civic engagement, and other forms of community engagement in and outside the classroom. This descriptive study focuses on the institution and practice of volunteering among students and staff in institutions of higher education. It aims to discover some of the effective management strategies to streamline volunteering efforts, especially the efforts that adopt a student-centered approach. The study also examines how volunteering opportunities are organized and funded within the university system and, how students are motivated and supervised for volunteering activities. The study uses current volunteering practices, which to be managed centrally by Center for Civic Engagement' at Oregon State University in USA as a "best practice" model to promote volunteering among students.

Research paper thumbnail of Coupled Pedagogy: A Study of Sustainability Education and Community-Based Learning in the Senior Capstone Program at Portland State University

Sustainability has emerged in mainstream higher education over the last few years, and the fields... more Sustainability has emerged in mainstream higher education over the last few years, and the fields of community-based learning and sustainability education are closely linked through their emphases on active, experiential learning in place-based contexts. In order to create ecologically literate citizens to more adequately address environmental problems, there is a logical connection between teaching about sustainability and engaging students in the community, which can serve as a relevant forum to address sustainability issues. However, there is a problem in that educational programs and courses dealing directly with sustainability topics across the higher education landscape often do not emphasize or include experiential, community-based elements. Understanding this relationship is crucial to advance the field of sustainability with meaningful community engagement. This research investigated the pedagogical strategies and frameworks that are foundational in undergraduate capstone courses that include sustainability education and community-based learning. A sample of five community-based, interdisciplinary senior capstone courses at Portland State University was examined through semi-structured interviews with course instructors and syllabi review. Three broad themes emerged as common values among the instructors: connectedness and relationships, community and place, and diversity and inclusiveness. Reflection was a tool utilized universally by instructors to personalize the learning process, cultivate understanding of connectedness and relationships, and incorporate feelings into the learning process. Competencies and skills related to sustainability and those related to civic engagement were very similar; engagement in community is a sustainable practice. This study provides cogent support vii Chapter III Methodology .

Research paper thumbnail of Coupled Pedagogy: A Study of Sustainability Education and Community-Based Learning in the Senior Capstone Program at Portland State University

Sustainability has emerged in mainstream higher education over the last few years, and the fields... more Sustainability has emerged in mainstream higher education over the last few years, and the fields of community-based learning and sustainability education are closely linked through their emphases on active, experiential learning in place-based contexts. In order to create ecologically literate citizens to more adequately address environmental problems, there is a logical connection between teaching about sustainability and engaging students in the community, which can serve as a relevant forum to address sustainability issues. However, there is a problem in that educational programs and courses dealing directly with sustainability topics across the higher education landscape often do not emphasize or include experiential, community-based elements. Understanding this relationship is crucial to advance the field of sustainability with meaningful community engagement. This research investigated the pedagogical strategies and frameworks that are foundational in undergraduate capstone courses that include sustainability education and community-based learning. A sample of five community-based, interdisciplinary senior capstone courses at Portland State University was examined through semi-structured interviews with course instructors and syllabi review. Three broad themes emerged as common values among the instructors: connectedness and relationships, community and place, and diversity and inclusiveness. Reflection was a tool utilized universally by instructors to personalize the learning process, cultivate understanding of connectedness and relationships, and incorporate feelings into the learning process. Competencies and skills related to sustainability and those related to civic engagement were very similar; engagement in community is a sustainable practice. This study provides cogent support vii Chapter III Methodology .

Research paper thumbnail of Student-Centered Volunteering' in the University System: The Case of CCE at Oregon State University

Journal of Educational and Social Research, 2015

Today, universities wish to be defined as motivators that work interactively with all parts of th... more Today, universities wish to be defined as motivators that work interactively with all parts of the society and that pioneer many social changes. Accordingly, universities are expected to determine and execute their education policies in an interactive network based on the needs of all segments of the society. In this context, it is necessity to discuss how universities deliver on their public purpose, and improve infrastructure for volunteer, civic engagement, and other forms of community engagement in and outside the classroom. This descriptive study focuses on the institution and practice of volunteering among students and staff in institutions of higher education. It aims to discover some of the effective management strategies to streamline volunteering efforts, especially the efforts that adopt a student-centered approach. The study also examines how volunteering opportunities are organized and funded within the university system and, how students are motivated and supervised for volunteering activities. The study uses current volunteering practices, which to be managed centrally by Center for Civic Engagement' at Oregon State University in USA as a "best practice" model to promote volunteering among students.

Research paper thumbnail of Coupled Pedagogy: A Study of Sustainability Education and Community-Based Learning in the Senior Capstone Program at Portland State University

Sustainability has emerged in mainstream higher education over the last few years, and the fields... more Sustainability has emerged in mainstream higher education over the last few years, and the fields of community-based learning and sustainability education are closely linked through their emphases on active, experiential learning in place-based contexts. In order to create ecologically literate citizens to more adequately address environmental problems, there is a logical connection between teaching about sustainability and engaging students in the community, which can serve as a relevant forum to address sustainability issues. However, there is a problem in that educational programs and courses dealing directly with sustainability topics across the higher education landscape often do not emphasize or include experiential, community-based elements. Understanding this relationship is crucial to advance the field of sustainability with meaningful community engagement. This research investigated the pedagogical strategies and frameworks that are foundational in undergraduate capstone courses that include sustainability education and community-based learning. A sample of five community-based, interdisciplinary senior capstone courses at Portland State University was examined through semi-structured interviews with course instructors and syllabi review. Three broad themes emerged as common values among the instructors: connectedness and relationships, community and place, and diversity and inclusiveness. Reflection was a tool utilized universally by instructors to personalize the learning process, cultivate understanding of connectedness and relationships, and incorporate feelings into the learning process. Competencies and skills related to sustainability and those related to civic engagement were very similar; engagement in community is a sustainable practice. This study provides cogent support vii Chapter III Methodology .