We’ve got the latest news about community-engaged learning at Cornell. Subscribe to our emails to get news, announcements and updates sent right to your inbox.
‘Explore’ Engaged Cornell with new online database
April 1, 2019 — Community-engaged learning, leadership and research are happening all across Cornell. Now, thanks to a new feature on the Engaged Cornell website, information on this activity is easier than ever to find.
Explore includes projects and teams supported by grants and awards, as well as Engaged Faculty Fellows, current Engaged Ambassadors and students who have earned or are pursuing the Certificate in Engaged Leadership. Filters allow users to narrow entries down by topic area, college or school, location and specific grant, award and program.
Looking for food and agriculture projects in New York state? What about international work focused on sustainability topics? Or Engaged Curriculum Grant projects from the College of Engineering? Explore can help.
Engaged Cornell should be a mantra, not just an initiative
March 24, 2019 — Last semester, my friend Evelyn Torres ’21 woke up at 6:30 a.m. every Wednesday to go to Belle Sherman Elementary School. There, she was a student teacher in a third-grade classroom for three hours as field work for Prof. Jeffrey Perry’s, developmental sociology, EDUC 2410: The Art of Teaching. Although I thought of the experience that prompted her tiredness later that day as a unique one among Cornell students, it turns out that there is a wide array of classes taught far above Cayuga’s waters that include in their curricula engagement in communities close to and far from the lake’s shores.
Podcast explores role of identity in youth engagement
March 14, 2019 — How can exploring identity and sense of purpose help young people get more out of programs such as 4-H?
In the latest episode of Cornell Cooperative Extension’s “Extension Out Loud” podcast, Anthony Burrow, associate professor of human development in the College of Human Ecology, shares his research on the benefits of helping youth think about long-term personal goals and self-identifying “their why” prior to introducing programming.
Burrow, co-director of the Bronfenbrenner Center for Translational Research’s Program for Research on Youth Development and Engagement (PRYDE), suggested that before program leaders kick off activities, they lead youth participants through a series of exercises designed to identify long-term goals and prompt them to examine their future selves. Tapping into this perspective can give programming more meaning and help youth stay focused.
Video: Ch’ol in the technological era
Carol Rose Little, Engaged Graduate Student Grant recipient, and her community partners organized a workshop called “Ch’ol in the technological era” for students and teachers from the Intercultural University of Chiapas. The goal of the workshop was to emphasize the value of the Ch’ol language and to encourage native speakers to document and use the language while there are still speakers left.
Imani Majied ’19 recounts her journey toward service
March 7, 2019 — Imani Majied ’19 has spent her life with labels, both negative and positive. But a haunting question posed by a friend of her mother’s, as well as her community engagement work through Cornell, have taught Majied how to move past the labels and focus on service to others and a purpose outside herself.
At Soup & Hope Feb. 28, Majied described her first understanding of labels when, at the age of 5, she learned from her suburban neighbors that – because she was black and Muslim and came from a family of modest means – others could perceive her negatively. Her well-educated parents taught her that, in spite of these labels, no one could take Majied’s background from her: They knew that education could give Majied access to a better life.
“I grew up with books and religion,” Majied told the Sage Chapel audience, which included her father, who had driven from New Jersey to hear her talk.
Majied said she thought she had moved past the negative labels when she reached high school age and a nonprofit organization made it possible for her to go to an elite boarding school.