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
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Food and Faith: A Two-Year Study on the Impact of Service-Learning and Community Engagement Practices in a General Education Religion Course by Catherine Wright, Candace Lapan, Rickie Sarratt
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Practice What You Teach: Trauma-Informed Pedagogy Through Experiential Learning by Kimberly Lewinski, Trent McLaurin, Ashley Herr-Perrin, La Salle University
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Bridging Academia and Community: Experiences in Implementing a ‘Service & Research Projects Hub’ by Zak Evans, Faiza Inamdar, Naureen Abubacker, Patricia Zunszain, King’s College London
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Understanding Self-Determination in People Experiencing Homelessness to Inform: Community Engaged Teaching & Learning by Jacqueline Kayler DeBrew, UNC Greensboro; Whitney L. Hicks, Elon University
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Designing for Our Future Selves: A Case Study in Age-Inclusive Design Education Through a Reflective Workshop by Kimberly Mitchell, School of Design, University of Tennessee Knoxville
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The Impact of Medical Respite Care on Healthcare Costs and Outcomes for Homeless Populations: A Literature Review by Amanda Chase, Utah Valley University; Angelea Panos, Utah Valley University; Patrick T. Panos, University of Utah
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Building an Authentic and Sustained Partnership: Critical Reflections from a Community Partner and Faculty Member by Brenisen Wheeler, Adler Graduate School; Jessica P Hodge, University of St. Thomas
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Strengthening Families, Strengthening Communities: The Impact of the Utah Valley University’s Stronger Families Project by Julie K. Nelson, Kaicee Postler, and Rachel Arocho, Utah Valley University
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Academic Service-Learning at Utah Valley University by Summer B. Valente, Jonathan H. Westover, Utah Valley University
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Service-Learning Community Partner Collaboration Prediction Model & Tool by Jonathan H. Westover, Utah Valley University
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Cultivating Cross-Course Collaboration: A Model for Student Consulting Projects by Jacque P. Westover, Jonathan H. Westover, Utah Valley University
Research Advances Section
March 31, 2025; Acceptance Date: April 22, 2025; Early Access: April 28, 2025
Title: Food and Faith: A Two-Year Study on the Impact of Service-Learning and
Community Engagement Practices in a General Education Religion Course
Authors: Catherine Wright, Candace Lapan, Rickie Sarratt
Abstract: Identifying pedagogies that promote critical thinking, ethical leadership, and collaboration is essential to prepare students for a complex world and to achieve institutional goals. Service-Learning and Community Engagement (SLCE) is a vital pedagogy that integrates academic inquiry with real-world application to promote civic learning outcomes, enhancing student success, employability, institutional and departmental appeal, and knowledge democratization, while supporting underserved students (COPIL, 2021; Wright & Wall-Bassett, 2023). SLCE pedagogy offers a powerful way to demonstrate the real-world relevance of religious studies, aligning program goals with civic learning outcomes and underscoring the discipline’s role in cultivating engaged, informed citizens (Wright et al., 2018). This two-year study assessed the impact of SLCE pedagogy in a religion General Education course, Food and Faith. This study reveals significant gains in civic engagement, civic skill efficacy, civic responsibility, and 21st-century competencies—all of which align closely with the civic and ethical goals of religion programs. Notably, 68.8% of students expressed interest in further SLCE courses, and 61.8% found it more beneficial than other university courses. These findings underscore the potential of SLCE pedagogy in religion to generate transformative social impact and reinvigorate liberal arts education, particularly when supported by institutional backing.
Keywords: Civic Learning; Religion Pedagogy; Service-Learning Community Engagement; Twenty-First-Century Skills; High-Impact Pedagogy; Food and Faith; Social Impact
doi.org/10.70175/socialimpactjournal.2025.1.1.11
Suggested Citation:
Wright, C., Lapan, C., & Sarratt, R. (2025). Food and Faith: A Two-Year Study on the Impact of Service-Learning and Community Engagement Practices in a General Education Religion Course. Transformative Social Impact: A Journal of Community-Based Teaching and Research, 1(1). doi.org/10.70175/socialimpactjournal.2025.1.1.11
See also:
EXPLAINER VIDEO
Community Voices Section
Submission Date: March 31, 2025; Acceptance Date: April 18, 2025; Early Access: April 20, 2025
Title: Practice What You Teach: Trauma-Informed Pedagogy Through Experiential Learning
Authors: Kimberly Lewinski, Trent McLaurin, Ashley Herr-Perrin, La Salle University
Abstract: In this faculty spotlight, we will highlight two professors of education and their approach to teaching and modeling trauma-informed pedagogy. In their courses they are teaching pre-service teachers about trauma-informed pedagogy and taking intentional steps to build spaces within their higher education classrooms that are also trauma-informed. This allows students to experience what trauma-informed instruction feels like in practice. Additionally, these professors worked together to blend their two courses and involve members in the local community to prepare pre-service teachers with a greater connection to the local communities in which they will student-teach and potentially one day work.
Keywords: Trauma-Informed Pedagogy, Institutions of Higher Education, Pre-Service Teachers, Teacher Education
doi.org/10.70175/socialimpactjournal.2025.1.1.10
Suggested Citation:
Lewinski, K., McLaurin, T., and Herr-Perrin, A. (2025). Practice What You Teach: Trauma-Informed Pedagogy Through Experiential Learning. Transformative Social Impact: A Journal of Community-Based Teaching and Research, 1(1). doi.org/10.70175/socialimpactjournal.2025.1.1.10
See also:
EXPLAINER VIDEO
Community Voices Section
Submission Date: March 31, 2025; Acceptance Date: April 17, 2025; Early Access: April 23, 2025
Title: Bridging Academia and Community: Experiences in Implementing a
‘Service & Research Projects Hub’
Authors: Zak Evans, Faiza Inamdar, Naureen Abubacker, Patricia Zunszain, King’s College London
Abstract: In response to shifting higher education landscapes and increasing calls for civic engagement, a 'Service & Research Projects Hub' was scoped at the Institute of Psychiatry, Psychology & Neuroscience, a faculty of King’s College London, to evaluate the feasibility of connecting postgraduate students with local community organizations for collaborative dissertation research. Through mixed-methods evaluation involving 96 stakeholders, including students, faculty and community partners, this paper explores the opportunities and challenges of embedding community-engaged research within academic structures. Findings reveal high levels of enthusiasm across groups but also highlight barriers such as lack of research training, time constraints, ethical complexities and uneven institutional support. This study outlines key recommendations for improving collaborative research frameworks and proposes a scalable model for integrating community partnerships into academic teaching and research, with implications for wider institutional adoption.
Keywords: Community-Engaged Research, Service-Learning, Student Partnership, Higher Education, Civic Learning, Research-Practice Collaboration, Experiential Learning
doi.org/10.70175/socialimpactjournal.2025.1.1.9
Suggested Citation:
Evans, Z., Inamdar, F., Abubacker, N., and Zunszain, P. (2025). Bridging Academia and Community: Experiences in Implementing a ‘Service & Research Projects Hub’. Transformative Social Impact: A Journal of Community-Based Teaching and Research, 1(1). doi.org/10.70175/socialimpactjournal.2025.1.1.9
See also:
EXPLAINER VIDEO
Research Advances Section
Submission Date: March 31, 2025; Acceptance Date: April 15, 2025; Early Access: April 17, 2025
Title: Understanding Self-Determination in People Experiencing Homelessness to Inform:
Community Engaged Teaching & Learning
Authors: Jacqueline Kayler DeBrew, UNC Greensboro; Whitney L. Hicks, Elon University
Abstract: The purpose of this study was to understand what health related activities of residents living in transitional housing for the homeless increases their self-determination in managing their own health, what barriers exist, and what could nursing students do to increase their self-determination in managing their health. Methods: A qualitative approach using interviews, PhotoVoice, and observations was used. Twelve semi-structured interviews utilizing Critical Incident Technique, photos submitted by eight participants, and observation notes were used to learn more about the self-care health practices of people experiencing homelessness. Results: The themes that emerged from the interviews and PhotoVoice supported the Theory of Self-Determination, which states that in order for a person to be motivated to self-care, autonomy, competence, and relatedness must occur. Conclusions: Understanding the needs of the homeless is key to improving nursing care for this vulnerable population. This study fills the gap of understanding what health related activities of residents living in transitional housing for the homeless increases their self-determination in managing their own health, what barriers exist, and what nurses can do to increase their self-determination in managing their health.
Keywords: Homelessness, Community Engaged Learning, Nursing, PhotoVoice, Self-determination Theory
doi.org/10.70175/socialimpactjournal.2025.1.1.8
Suggested Citation:
DeBrew, J.K. and Hicks, W.L. (2025). Understanding Self-Determination in People Experiencing Homelessness to Inform: Community Engaged Teaching & Learning. Transformative Social Impact: A Journal of Community-Based Teaching and Research, 1(1). doi.org/10.70175/socialimpactjournal.2025.1.1.8
See also:
EXPLAINER VIDEO
Community Voices Section
Submission Date: March 31, 2025; Acceptance Date: April 15, 2025; Early Access: April 17, 2025
Title: Designing for Our Future Selves: A Case Study in Age-Inclusive Design Education
Through a Reflective Workshop
Authors: Kimberly Mitchell, School of Design, University of Tennessee Knoxville
Abstract: As the global population ages, the design field faces an urgent imperative to confront ageism and foster more inclusive practices. Yet age-inclusive design remains underrepresented in both education and professional settings—often treated as a niche concern rather than a universal human experience. This case study presents a two-part intervention that seeks to reframe aging as a creative, joyful, and necessary focus of design practice: the Design for Aging Resources website and a national workshop titled Designing for Our Future Selves. Together, these initiatives equip design practitioners and educators to address age-related bias, explore the intersection of accessibility and aesthetics, and engage in imaginative futures thinking. The online resource hub curates over 100 tools, frameworks, and case studies to support age-inclusive and values-driven design, while the interactive workshop guides participants through reflective and speculative exercises using tools such as the Radar Diagram and Futures Cone. This work demonstrates how participatory methods and evidence-informed frameworks can surface hidden assumptions, shift mindsets, and generate design responses grounded in empathy, dignity, and autonomy. In doing so, it offers a replicable model for integrating gerontological knowledge into design education and practice—inviting designers to envision aging not as someone else’s issue, but as a shared and vital dimension of our collective future.
Keywords: Age-Inclusive Design, Ageism in Design, Design Education, Design for Aging, Participatory Design Methods, Futures Thinking/Speculative Design, Accessibility and Aesthetics
doi.org/10.70175/socialimpactjournal.2025.1.1.7
Suggested Citation:
Mitchell, K. (2025). Designing for our future selves: A Case study in age-inclusive design education through a reflective workshop. Transformative Social Impact: A Journal of Community-Based Teaching and Research, 1(1). doi.org/10.70175/socialimpactjournal.2025.1.1.7
See also:
EXPLAINER VIDEO
Reviews Section
Submission Date: March 25, 2025; Acceptance Date: April 14, 2025; Early Access: April 16, 2025
Title: The Impact of Medical Respite Care on Healthcare Costs and Outcomes for
Homeless Populations: A Literature Review
Authors: Amanda Chase, Utah Valley University; Angelea Panos, Utah Valley University;
Patrick T. Panos, University of Utah
Abstract: National homelessness rates are steadily rising, posing challenges in health care. Homelessness exacerbates health conditions, increasing chronic mental and medical diagnoses, while reducing traditional treatment efficacy Research highlights medical respite care as an effective intervention, improving post-hospitalization outcomes and reducing Emergency Department utilization, hospital stays, and readmissions. This literature review examines various medical respite models and their impact on clinical outcomes, patient experience, and healthcare costs. Different funding approaches are explored, ultimately advocating for shared financial responsibility among multiple stakeholders to ensure sustainable support for these programs.
Keywords: Medical Respite Care, Transitional Care for Homeless, Recuperative Care, Homelessness, Transitions of Care
doi.org/10.70175/socialimpactjournal.2025.1.1.6
Suggested Citation:
Chase, A., Panos, A., and Panos, P.T. (2025). The Impact of medical respite care on healthcare costs and outcomes for homeless populations: A literature review. Transformative Social Impact: A Journal of Community-Based Teaching and Research, 1(1). doi.org/10.70175/socialimpactjournal.2025.1.1.6
See also:
EXPLAINER VIDEO
Community Voices Section
Submission Date: March 20, 2025; Acceptance Date: March 29, 2025; Early Access: April 1, 2025
Title: Building an Authentic and Sustained Partnership: Critical Reflections from a Community
Partner and Faculty Member
Authors: Brenisen Wheeler, Adler Graduate School; Jessica P Hodge, University of St. Thomas
Abstract: The field of community-engaged learning continues to evolve, particularly as we focus on learning from the community partners involved in course-based partnerships. Traditional measures, such as surveys and interviews, are often used to gather insights from community partners; yet many argue that these partners remain the ‘unheard voices’ within the field. This study highlights the critical reflections of a community partner engaged in a multi-course, multi-year collaboration, revealing key findings on the importance of trust, sustained communication, and shared decision-making in fostering authentic partnerships. Additionally, insights from both the community partner and faculty member demonstrate that centering the partner’s needs enhances engagement, mitigates power imbalances, and strengthens long-term collaboration. Based on these findings, this article offers practical recommendations for building sustainable, community-driven partnerships that prioritize the active involvement of community partners in co-creating meaningful learning experiences.
Keywords: Community-University Partnership, Community-Engaged Learning, Service-Learning, Critical Reflection
doi.org/10.70175/socialimpactjournal.2025.1.1.5
Suggested Citation:
Wheeler, Brenisen and Hodge, Jessica P. (2025). Building an authentic and sustained partnership: Critical reflections from a community partner and faculty member. Transformative Social Impact: A Journal of Community-Based Teaching and Research, 1(1). doi.org/10.70175/socialimpactjournal.2025.1.1.5
See also:
EXPLAINER VIDEO
Community Voices Section
Submission Date: March 19, 2025; Acceptance Date: March 28, 2025; Early Access: April 1, 2025
Title: Strengthening Families, Strengthening Communities: The Impact of the Utah Valley
University’s Stronger Families Project
Authors: Julie K. Nelson, Kaicee Postler, and Rachel Arocho, Utah Valley University
Abstract: Families need support so that communities remain strong. The Stronger Families Project (SFP) at Utah Valley University is a unique and powerful resource in the communities surrounding the university. Families attend a free, eight-week, evidence-based family life education program aimed at teaching skills to parents, teens, and children that are necessary for healthy family life. The program is rooted in Family Systems Theory, offering tailored age-based classes and a whole-family class to address mental health and developmental wellbeing of both the individual and family unit. Classes are taught in English and Spanish by interns from family science and related majors, and the program is further supported by service-learning students performing community service hours. In more than 15 years of service, SFP has supported over one thousand families and trained hundreds of students to deliver effective and impactful family programming to their communities. Ongoing research measuring positive outcomes for community participants shows statistically significant results for all variables.
Keywords: Family Life Education, Community Programming, Mental Health, Parent and Relationship Education, Family Systems, Community Impact, Cultural Relevance
doi.org/10.70175/socialimpactjournal.2025.1.1.4
Suggested Citation:
Nelson, Julie K., Postler, Kaicee, and Arocho, Rachel. (2025). Strengthening families, strengthening communities: The impact of the Utah Valley University’s Stronger Families Project. Transformative Social Impact: A Journal of Community-Based Teaching and Research, 1(1). doi.org/10.70175/socialimpactjournal.2025.1.1.4
See also:
EXPLAINER VIDEO
Community Voices Section
Submission Date: March 19, 2025; Acceptance Date: March 25, 2025; Early Access: March 28, 2025
Title: Academic Service-Learning at Utah Valley University
Authors: Summer B. Valente, Jonathan H. Westover, Utah Valley University
Abstract: Utah Valley University's Academic Service-Learning program represents a highly effective high-impact educational practice that delivers significant benefits to students, faculty, and the community. During 2023-2024, the program engaged over 9,000 students across 450 course sections, involving 375 faculty members and 1,000 community partners. Research demonstrates that service-learning participants experience enhanced learning outcomes, improved faculty interactions, higher degree completion rates (30% more likely), and greater semester-to-semester persistence (84% higher). The program generated over 180,000 service hours with an estimated $6 million economic impact, representing approximately $188 in community value for every dollar invested. With its proven record of enhancing student diversity, academic achievement, and career readiness while serving community needs, UVU's service-learning initiative stands as a cost-effective model for engaged learning that advances the university's educational mission.
Keywords: Academic Service-Learning, High-Impact Practices, Student Persistence, Retention, Economic Impact, Community Engagement, Experiential Learning, Higher Education, Student Success, Career Readiness, Faculty Development, Institutional Commitment, Diversity, Utah Valley University, Engaged Learning
doi.org/10.70175/socialimpactjournal.2025.1.1.3
Suggested Citation:
Valente, Summer, B. & Westover, J. H. (2025). Academic service-learning at Utah Valley University. Transformative Social Impact: A Journal of Community-Based Teaching and Research, 1(1). doi.org/10.70175/socialimpactjournal.2025.1.1.3
See also:
EXPLAINER VIDEO
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 & Tool
Authors: 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 and tool. Transformative Social Impact: A Journal of Community-Based Teaching and Research, 1(1). doi.org/10.70175/socialimpactjournal.2025.1.1.2
See also:
EXPLAINER VIDEO
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: Jacque P. Westover, Jonathan H. 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
EXPLAINER VIDEO
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