Community Based Learning and Research

CBLR Faculty and Staff Fellows 2011-2012

Mabel Ezeonwu, Ph.D., R.N.

Dr. Mabel WzeonwuAssistant Professor
I.C.B.L.R. Fellow 2011-2012 

Project: Nursing in Communities 
The goal of this project is to enhance RN~BSN students’ knowledge and skills in working with local communities and in conducting community health needs assessments, disease prevention and health promotion activities that benefit clients and community partners. The Nursing in Communities project will be built into an existing core nursing course -- a section of BNURS 409 (Partnerships in Community Health). This project will involve strong collaboration between the Office of Community-Based Learning and Research, faculty, students, and staff at the clinical sites, to effectively determine specific activities that could best meet students’ learning needs as well as the needs of the clients in the community. RN~BSN students will be provided with opportunities to immerse themselves in multi-cultural settings where they will partner with public health professionals and work with underserved populations. Engaging students in such quality service-learning activities will not only support their academic growth through community integration, but will also expose them to community/public health nursing – an area of practice that has been plagued by shortage of practitioners. The health needs of local communities will also be supported by this project.

Young-Kyung Min, Ph.D.

I.C.B.L.R. Fellow 2011-2012

Project: CUSP 135 (Research Writing): Ethnography as a Tool for Reading and Writing Research
Young-Kyung Min will use community-based learning pedagogy for her CUSP 135 (research writing) class utilizing ethnography methods. The power of ethnography lies in cultivating an organic environment in which students naturally grow as researchers as well as writers. She wants her students to see themselves as an integral part of their researching and writing processes in a more concrete—rather than abstract—way. Students explore their own communities—whether it can be an ethnic community, a disciplinary community, or a professional community—and report back their fieldworking processes each week. Working on such projects, students will also have an opportunity to write to a real audience with a real purpose: they will not just write to fulfill the course requirements to get a passing grade from their instructor. Students can use their research projects to prepare for their fields of study, admission to certain programs, internship opportunities, or entrance into the job market after graduation from UWB. 

Amoshaun Toft, Ph.D.

Interdisciplinary Arts and Sciences
I.C.B.L.R. Fellow 2011-2012

Project: BIS MCS 343: Media Production Workshop—Community Radio Journalism

Amoshaun Toft will be working with the ICBLR to further develop the community-based research component of a course he teaches in IAS called Community Radio Journalism. This course offers students the opportunity to learn how to produce journalism in the community radio style as they learn about what community radio is and can be. He plans on working with UWB’s Office of Community-Based Learning and Research to expand the ways that students engage with community radio stations over the quarter by continuing an optional 2-credt internship with local community radio station KBCS, integrating community radio case studies with guest speakers, and by enhancing the opportunities for the distributing and broadcast of student-generated content – both through existing area community radio stations and through the development of community media spaces at UWB.

 Camille Walsh, Ph.D., J.D.

Camille WalshLecturer
Interdisciplinary Arts and Sciences
I.C.B.L.R. Fellow 2011-2012

Project: BIS 398—Directed Study/Research- Youth Court Task Force

Camille Walsh will use community-based learning in order to work in partnership with the Bothell Municipal Court to create a youth court. In the initial stages of this project, UWB students will research and present possible youth court structures to a community advisory board as part of a group independent study course, directly contributing to the development of an alternative sanction model for peer judgment. Ultimately, students will work closely with faculty and professionals at the municipal court in order to train the teen participants in youth courts, gaining skill in researching and teaching in the areas of law and civic involvement. For the community, youth courts nationwide have had a powerful impact on recidivism, and the focus on restorative justice and peer participation facilitates learning, accountability and community involvement among all the participants. Youth courts also reduce the costs and administrative burdens on courts, benefiting our partners in the city government and enabling more direct and positive interactions between court officials and teens than the more traditional punitive model.

Linda Watts, Ph.D.

Linda WattsProfessor
Interdisciplinary Arts and Sciences
I.C.B.L.R. Fellow 2011-2012

Project: BIS 498—Undergraduate Research

Linda Watt's project represents the first scholarly treatment of its subject matter. Until now, there have been no books concerning the Seattle Liberation Front, The Day After Demonstration, or the Seattle 7. The purpose of this research is to address that gap. The project will combine archival research with oral history to assemble a full picture of the topic and its enduring impact. The judicious use of oral history will both generate an archive of first-person testimony and inform a written account of the trial's nature, complexity, and significance. The anticipated products of research are a book-length study and a digital archive of related documents.



Dan Jacoby, Ph.D.

DanProfessor; Director, Office of Institutional Research
Interdisciplinary Arts and Sciences, Academic Affairs
2nd Year I.C.B.L.R. Fellow 2011-2012

Project: BPOLST 501—Public Finance and Budgeting

The arts of public finance and budgeting involve financial and economic analysis. These arts build on microeconomics and accounting concepts and skills in ways intended to encourage government and other organizations to be efficient and effective in their use of scarce resources. In calling these tools arts rather than sciences we admit to a certain level of judgment such that costs and benefits are never be fully defined. Moreover, some public activities are pursued precisely because standard concepts of efficiency do not address all of our important needs.  Nonetheless, without accepted tools essential comparisons and evaluation would be difficult and politics would likely resort to raw power. Or this class we’ll seek out community sponsors who will involve us in some aspect of their budgeting process that enables students to both develop technical skills, and also gain ground level perspectives on the impact public budgeting and finance makes upon the people served. The aim is to increase students’ appreciation for the benefits of formal evaluation, while sensitizing them to its limits. Students will be asked to write up an analysis of exactly these considerations with respect to the project they have undertaken. That is, they will be asked, 1) What tools of analysis were used? 2) What tools of analysis should have been used and why? 3) Did your involvement with the community demonstrate specific weaknesses in formal budgetary evaluation? 4) If so, were those limitations so severe that the community would have been better off without using any formal tools of analysis? 5) Define the areas in which the critical judgments of experts are crucial, and what background one needs to make those judgments



Jin-Kyu Jung, Ph.D.

Jin KyuAssistant Professor
Interdisciplinary Arts and Sciences
2nd Year I.C.B.L.R. Fellow 2011-2012

Project: Mapping Communities

Jung is proposing a project to bring an understanding of “community” through mapping. Maps can be powerful tools to tell stories about communities in which we live, play, work and engage with other people. It helps us to collect, manage, and particularly ‘visualize’ valuable knowledge about the people and places around us. Most up-to-date digital maps on the web and popular geoportal sites such as Google Map provide us unprecedented power to make and use maps in more sophisticated and creative ways. By taking advantage of these accessible web-based maps, students will explore new understandings of their communities that were not so visible and tangible without mapping. As an outcome, Jung hopes “Mapping Communities” project creates a community map of what is ‘understood’ and ‘known’ rather than what is merely 'seen.'