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Item Curriculum, higher education, and the public good(2009) Hall, Budd L; Bhatt, Nandita; Lepore, WalterCurriculum change in higher education is an extremely complex process. Influences on the content of what is taught in higher education include new knowledge coming from the various academic disciplines, from the regulatory bodies of many of the professions, from national calls for action, from global challenges, from social movements of the day. This chapter argues that in the search for excellence, engagement and social responsibility that there is no contradiction between responding to local calls for action and global matters. Illustrations of curriculum change which attend to both the local and the global include classroom changes, single university changes, system-wide changes in Canada, Asia, Latin America and New Zealand. We call for more attention to community engaged learning and the creation of central offices for community university engagement.Item Challenges in the co-construction of knowledge: A global study on strengthening structures for community university research partnerships(0000) Hall, Budd L; Tandon, Rajesh; Tremblay, Crystal; Singh, WafaItem Knowledge, democracy and action: Community university research partnerships in global perspectives(2012) Hall, Budd L; Tandon, Rajesh; Steinhaus, Norbert; Ching Mey, Susie SeeItem Reflections on the impact of Mwalimu Nyerere’s vision on adult and non-formal education(2021) Kassam, Yusuf; Hall, Budd LItem Towards a knowledge democracy movement(2016) Hall, Budd LIn the city where I live, Victoria, Canada, a wealthy city in a wealthy country, there are 1500 women and men (in a population of 250,000) who do not have a place to sleep at night. In spite of the creation of the Coalition Against Homelessness, the numbers of people who suffer from poor health, violence, substance abuse as a result of poverty and homelessness continues at about the same level. In India one of the fastest growing economies in the world, 600 million people live without literacy, adequate water and sanitation, poor health facilities and insecure food security.Item Higher education, community engagement, and the public good: Building the future of continuing education in Canada(Canadian Journal of University Continuing Education, 2009) Hall, Budd LThis article is about the potential for university-community engagement to serve the public good by transforming the health and well-being of our communities. It documents contemporary expressions of and renewed calls for community university engagement. It includes a detailed treatment of community based research, discussed in the overall context of community-university engagement. The article also explores some other important and growing dimensions of community university engagement, including the development of structures for the support of community-based research and community-service learning. It concludes with an argument that university-community engagement, while not the only current trend in higher education that affects our work in continuing education, is nonetheless a very important new development in which continuing education has much to offer and much to gain.Item Strengthening Community University Research Partnerships: Global Perspectives(University of Victoria and PRIA, 2015-08) Hall, Budd; Tandon, Rajesh; Tremblay, CrystalUniversities everywhere are being called to engage more closely with the communities around them. This book looks at what that actually means in practice. Bringing together perspectives from fifty countries and case studies from twelve, it explores how reciprocal research partnerships are built, supported, and sustained. The chapters show both the opportunities and the tensions of collaboration, and suggest how such partnerships can strengthen knowledge democracy while reshaping the role of higher education. By tracing patterns across regions, the book highlights the policies and structures that make engagement possible, while also pointing to the deeper cultural shifts that such collaboration demands.Item Workshop report: Teaching of participatory research (4-5 August 2005, PRIA, New Delhi)(2005)This report captures the conversations from a two-day workshop on the teaching of Participatory Research, held at PRIA in 2005. Emerging from a survey of universities and institutes across India, the workshop brought together academics and practitioners to reflect on how PR is taught and how it might be reimagined. What unfolded were debates on methods, possibilities for change, and the role of participation itself in shaping both research and education. The report offers not just proceedings but also a glimpse into the tensions and opportunities that come with placing participation at the heart of academic life.Item Recognizing Excellence in Community Engaged Scholarship at the University of Victoria. Peer Review Guidelines for Faculty Promotion and Tenure & Impact Rubric(University of Victoria, 2017-05-23) Tremblay, CrystalThis document provides an overview and suggested guidelines for evaluation and documentation in promotion and tenure of Community Engaged Scholarship (CES) at the University of Victoria. Te impact rubric and guidelines are based on a comprehensive literature review and empirical research conducted by the Office of Community University Engagement (OCUE) between August-December 2016 (See Impact Stories, an institutional assessment of CER at UVic). It is the intention that these tools be used to support a meaningful consultation process for reviewing and implementing tenure, promotion and merit policies for Community-engaged Scholarship at UVic.