Current Issue: Transformative Social Impact
A Journal of Community-Based Teaching and Research
doi.org/10.70175/socialimpactjournal.2025
eISSN: 3066-8239 (online)
Volume 1 Issue 1: Featured Contributions
Research Advances Section
Submission Date: Jan. 21, 2025; Acceptance Date: Feb 13, 2025; Early Access: March 16, 2025
Title: Service-Learning Community Partner Collaboration Prediction Model
Authors: Dr. Jonathan H. Westover, Utah Valley University
Abstract: This study examines the factors influencing community partner collaboration in service-learning projects through a predictive model based on student competencies and project outcomes. Data was collected from 183 community organizations (80.62% response rate) partnering with a large public university in the Intermountain West. The research assessed 13 student professional competencies and 2 project value metrics across 16 service-learning course sections involving 565 students and 12 faculty members from six departments. Using Ordinary Least Squares regression analysis, the study investigated how student professional competencies and project quality influence community partners' likelihood to engage in future collaborations. The findings aim to enhance understanding of successful service-learning partnerships and provide insights for improving program design and implementation. This research contributes to the growing body of knowledge on effective service-learning practices and community engagement in higher education.
Keywords: Service-Learning, Community Partnerships, Student Competencies, Community Engagement, Predictive Modeling, Program Assessment, Experiential Learning, Institutional Collaboration, Gen Z Students, Organizational Partnerships, Project-Based Learning, Community Impact Assessment, Educational Outcomes
doi.org/10.70175/socialimpactjournal.2025.1.1.2
Suggested Citation:
Westover, J. H. (2025). Service-learning community partner collaboration prediction model. Transformative Social Impact: A Journal of Community-Based Teaching and Research, 1(1). doi.org/10.70175/socialimpactjournal.2025.1.1.2
See also:
Community Voices Section
Submission Date: Aug. 21, 2024; Acceptance Date: Oct. 10, 2024; Early Access: Feb. 14, 2025
Title: Cultivating Cross-Course Collaboration: A Model for Student Consulting Projects
Authors: Dr. Jonathan H. Westover, Dr. Jacque P. Westover, Utah Valley University
Abstract: This paper discusses a unique cross-course collaborative model implemented at Utah Valley University between organizational development and change, advanced business statistics, and integrated studies courses. This fall semester, upper-division undergraduate students formed multi-disciplinary teams to complete a semester-long consulting project with the university's Women in Business Impact Lab. Through an iterative process of proposal development, data analysis, and solution implementation, students gained valuable consulting experience while working across course boundaries. The model integrated skills from each discipline by having teams develop proposals, analyze data provided by the Impact Lab, and develop recommendations. Regular cross-team meetings allowed students to leverage diverse expertise. This paper outlines the course structure, team processes, challenges encountered, and lessons learned. Course experiences suggest the model enhanced students' collaborative and applied skills. The cross-course approach can serve as a template for other institutions seeking to provide real-world experiences through multidisciplinary teamwork.
Keywords: Cross-course collaboration, Multidisciplinary teams, Consulting project, Real-world experiences
doi.org/10.70175/socialimpactjournal.2025.1.1.1
Suggested Citation:
Westover, J. H., & Westover, J. P. (2025). Cultivating cross-course collaboration: A model for student consulting projects. Transformative Social Impact: A Journal of Community-Based Teaching and Research, 1(1). doi.org/10.70175/socialimpactjournal.2025.1.1.1
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