Research Publication Formats Accepted by UAR
Authors have asked for them, and we are pleased to provide these updated and expanded descriptions of the four research formats accepted by UAR. Read More
scholarship
Engaging in Active Learning: Mock Political Campaigns
By Elizabeth A. Craigg Walker | Teaching Political Science can be extremely content heavy, so it is a struggle to “flip the classroom,” in which the students complete the content material at home in order to have a hands-on experience within the class. I created a group project where the students participate in a mock-political campaign. While this focused on a National Campaign, this could be adapted to a local election context as well. This project aligns with the Student Learning Outcome of students will understand the political process. In order for this group project to be effective, I used weekly scaffolding activities to hold the students accountable. In addition, you should create weekly Student Learning Outcomes that would align with the student understanding a segment of the political process. Read More
Negotiating the Challenges of Online Learning and Community-engaged Scholarship
By Ashley E Nickels, PhD and Leslie Bowser, MPA Candidate | There are many benefits to community-engaged scholarship. As academics, we have the opportunity to use higher education as a tool for democracy and a mechanism for enhancing social equity. As educators, community-engaged scholarship can give students “hands-on” experiences and practical skills development. As more programs move toward online curricula, community-engaged scholarship becomes more challenging. It is time consuming, and, if done poorly, might reinforce inequalities rather than promote social equity. Online students come from diverse locations, often work full-time jobs and have family responsibilities, and attend asynchronous classes, none of which lends itself to engaging in community projects. Read More
Paving A Path Forward for Engaged Scholarship
By Del Bharath and Hannah Lebovits | Several recent Urban Affairs Review forum pieces have highlighted classroom practices that foster engaged learning by encouraging students, community organizations and policy makers to critically consider and potentially change some of the most complex issues our cities face. But engaged learning, particularly community-based service-learning, can cultivate more than positive communal outcomes. It can be a transformational experience for participants, especially students. In our forthcoming paper at the Journal of Nonprofit and Public Affairs, we lay out a roadmap for designing and executing democratic service-learning courses that generate critical citizenship and social justice advocacy behaviors in public affairs students. Here, we would like to share not only our findings but our process. We hope that we can inspire others to connect over shared interests and collaborate across disciplines, institutions and geographic boundaries! Read More
Changing Laws for Credit
By Joseph Mead | “Your homework: Change public policy.” This was the daunting task I gave to the aspiring public and nonprofit leaders enrolled in my graduate policy course at Cleveland State University’s Maxine Goodman Levin College of Urban Affairs. This wasn’t simply a pep talk; this task was their main assignment for the course. All semester long, the students were charged to work in groups to lobby for some state or local legislative or administrative change. Read More
Making the Economic Development Process Accessible to Students
By Davia Cox Downey | Economic development is a complex process by which local entities compete for development projects. Theory development in this area has ranged from descriptions of the economies of corporate clustering, transportation cost networks, central place theory, growth machine theory, and transaction cost theories to name a few. While these theoretical perspectives provide a basis for understanding "why" cities need economic development to survive in a highly competitive, fractured metropolitan space, these theories do little to show students the "how" of economic development decision-making. I use a classroom exercise to illustrate the process of economic development. Traditionally, I have used the city of East Lansing, a small midwestern city with issues of town and gown relations, but this assignment can be retrofitted to a city of any size. Read More
Mississippi State is All-In: A Community-Engaged Learning Approach to Student Civic Engagement
By Thessalia Merivaki | College students participate in elections at lower rates than average Americans. And yet, being in college exposes them to an environment of diversity, inclusion, political debate, political dissent, and a multitude of social interactions. If the foundations for civic engagement exist, why is there such a disconnect between the college experience and political participation? Read More
An Applied Economic Development Project for Urban Politics Classes
By Aaron Weinschenk | I have the pleasure of teaching an upper-level political science course called “Urban Politics & Policy.” In order to help my students connect what they are learning to real-life situations, I have them (in small groups) create economic development plans for actual U.S. cities. To make the project challenging, I usually pick 6 or 7 struggling U.S. cities and assign them to the groups. (This year’s cities are Detroit, Toledo, Buffalo, Tucson, Stockton, and Memphis). I want students to have to think seriously about issues like poverty and unemployment that are so common in many of today’s urban areas. The groups work on their plans over the course of the semester and at the end give 20-30 minute presentations to the class and turn in professional economic development reports, which are usually around 25-pages. Read More
Urban Affairs Forum 