The mission of the office for Community Engagement is to improve quality of life through reciprocal partnerships in the community.

Goals

  • Increase Community Engagement opportunities for staff, faculty, students and community
  • Demonstrate a measurable impact in the community
  • Grow SHP scholarship in the field of community engagement by promoting and supporting the following:
    • Faculty and staff completing the Faculty Fellows in Engaged Learning program
    • Students presenting posters at Expo and SHP Research Symposium
    • Students and mentors presenting community-based research at local regional, national and international symposia
    • Staff leading on and off-campus volunteer effort
  • Build more community partnerships for project specific outcomes

Director Tracee Synco, PhD
Director, Community Engagement
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SHPB 674
205 996-7191

Background and Baseline

Definitions

Community Engagement is an umbrella term comprised of the following activities:

Volunteerism – a form of aid or assistance that may have no intentional link to reflection or learning; focuses on the volunteers; may not be regularly scheduled or recurring

Community Service – structured, sustained activities designed to meet human and community needs; focuses on the community served and recipients

Service-Learning – seeks to strike a balance between student learning and community outcomes under the principle that service combined with learning adds value to each and transforms both; based on the assumption that learning does not necessarily occur as a result of experience itself but rather as a result of reflection designed to achieve specific learning outcomes; expand on volunteerism and community service.

Field Education – generally connected to the curriculum; provides benefits to the recipients; intended to primarily benefit the student/provider by enhancing learning in their field of study; may or may not involve reflection

Internship – experiences in which students engage to learn about their area of study and gain practical experience; intended to primarily benefit the student/provider; may or may not be connected to academic courses or involve reflection

* Note: The SHP Academic Affairs Committee (AAC) must review service-learning course proposals as noted in 2.3.1.1 Function of the SHP Faculty Handbook “…proposals requiring review by University committees….”

Source: Service Learning Essentials: Questions, Answers, and Lessons Learned Author: Barbara Jacoby, PhD

Article Title: Faculty Associate for Leadership & Community Service-Learning at the Adele H. Stamp Student Union-Center for Campus Life at the University of Maryland, College Park

Text utilized by the UAB Faculty Fellows in Engaged Scholarship program

Thank You!

Sincere thanks to the members of the SHP Community Engagement Committee for their work in launching and supporting this inaugural initiative.

  • Jessica Denton, Clinical and Diagnostic Sciences
  • Kimberly P McCall, Clinical and Diagnostic Sciences
  • Ana Lucia Oliveira, Clinical and Diagnostic Sciences
  • Samantha Giordano-Mooga, Clinical and Diagnostic Sciences/ SHP Honors Program
  • Leandra Y Celaya, Health Services Administration
  • Heather Lee, Health Services Administration
  • Lizzy Kroeger, Nutrition Sciences
  • Carleton River, Nutrition Sciences
  • Megan Carpenter, Occupational Therapy
  • Deek Cunningham, Occupational Therapy
  • Jewell Dickson, Occupational Therapy
  • Sarah C Tucker, Occupational Therapy
  • Donald Lein, Physical Therapy
  • Scarlett M Naftel, Physical Therapy
  • Kalani Upshaw, Lakeshore Research Collaborative
  • Stephanie Ward, Lakeshore Research Collaborative
  • Kristin Chapleau, SHP Student Services and Administration