Josephine Boland, 15 June 2010
National University of Ireland, Galway

Dr. Josephine Boland is Senior Lecturer in Education, in the School of Medicine, National University of Ireland, Galway where she actively promotes and supports civically engaged teaching and research. Among the collaborative projects with which she is currently involved are Engaging our Clients: a community engaged research project with COPE Galway Homeless Services using participatory research strategies. ;Community-Engaged Research in Action’, an initiative in NUI Galway which aims to enhance capacity in collaborative and participatory research with community partners. She is a member of the board of Campus Engage, a network for the promotion of civic engagement activities in Irish higher education. Josephine offers staff development workshops on the theme of embedding civic engagement within the curriculum. In her research and publications she has focussed on higher education policy and practice, with particular emphasis on issues associated with embedding sustainable civic engagement.

Connections...

  • Blog( 2 years ago )

    These days have been great. I’m so glad to meet such nice students from different places. I’m also happy with the interactions that are taking place between us in diverse moments in...

    Sounds like lots more people could learn from games with a serious edge! Thanks for the story; helps more of us feel we were there. And to Leah and Irina.
  • Publication( 3 years ago )

    Civic Engagement Book List as compiled by the CKI.

    A fantastic resource! - thanks CKI
  • Publication( 3 years ago )
    Hi Michelle and Tawasol friends; I'm sorry to be missing London but I hope to see you soon on another occasion. I think the focus on reflection will be an important contribution to our collective efforts. Jenny Moon will we offer a really valuable workshop I'm sure. Enjoy!I love the idea of a blog!Josephine
  • Project( 3 years ago )

    Report of CORA project within NUI Galway, seed funded by Campus Engage.

    Dr Josephine Boland. School of Education

    Mr. Fintan Maher, COPE Galway.

    Dr. Padraig MacNeela,...

  • Project( 3 years ago )

    Including guidelines on assesing capacty to reflect.

    Reflection:

  • Project( 3 years ago )

    Workshop presentations and other resources for developing a curriculum and designing assessment for civic engagement.

  • CaseStudy( 3 years ago )

    Dr. Josephine Boland and Dr. Elaine Keane

    School of Education

    National University of Ireland, Galway

    Overview of service learning initiative

    Module outline - and...

  • Publication( 3 years ago )
    Abstract‘Civic engagement’ represents an effective means of linking university with society and the innovative pedagogy of community based learning is one manifestation of this commitment. This research-based paper explores some inherent tensions within higher education which potentially threaten the sustainability of these practices. I identify certain conditions that could enable civic engagement to flourish as a core activity of the university. The potential use of Key Performance Indicators to positive effect is explored, if measurable indicators of civic engagement activity can be identified and incorporated. Audits of civic engagement being undertaken by Campus Engage (Irl) and other organisations represent a potentially promising step in that direction.
  • Publication( 3 years ago )
    AbstractThis paper considers the prospects for sustainable service/community based learning as an element of a civic engagement strategy within the context of teacher education. It draws on findings of a study of the policy, process and practice of embedding civic engagement in the higher education curriculum in Ireland and the author's experience implementing service learning in initial teacher education. The significance of underpinning rationale, as exemplified in academics' orientation to civic engagement, is explored. The benefits to be gained from strategic alignment with institutional and national policy developments are highlighted. A typology of organisational arrangements for service/community based learning is offered to help explore the relationship between complexity, sustainability and potential for reciprocity. Certain features of the context of teacher education – the focus on development of values and dispositions, the centrality of civic values to the profession and teacher educators' familiarity with the practice of reflection – bode well for the prospect of a sustainable pedagogy which reflects the values associated with reciprocity, diversity and social justice. The inherent challenges associated with developing and maintaining collaborative partnerships, however, may limit the potential for mainstreaming service/community based learning within the curriculum for all student teachers.