Research and reports:
Civic Engagement at Binghamton University

The Center for Civic Engagement (CCE) at Binghamton University relies on research and assessment to assist in its decision making and strategic development. Below are links to reports that have been produced related to civic engagement at Binghamton University: 

Voter Turnout on Campus During the 2012 Elections: Preliminary Observations

  • This report, compiled by Dr. Jonathan Krasno, Department of Political Science at Binghamton University, details the results of 2012's campus-wide voter turnout effort, spearheaded by the Department of Political Science, Vice Provost Donald Loewen, Harpur Dean Wayne Jones, the Faculty Masters, ResLife, Pipe Dream, Center for Civic Engagement, and others across campus.

"Voices from the Trenches: Faculty Perspectives on Support for Sustaining Service-Learning." (Journal of Higher Education Outreach and Engagement 16(2) June 2012)

  • Using data collected from three colleges, authors Kristina Lambright and Allison Alden examine how faculty members view the level of support for service-learning at their respective institutions. There is variation among the institutions in perceived instructor and administrator support for service-learning, availability of support services, and attitudes regarding consideration of service-learning in personnel review processes. The authors also explored the degree to which individual instructors have been able to create and sustain service-learning opportunities for their students and found important differences among the colleges. The findings have implications for efforts to sustain service-learning at both faculty and institutional levels.

"Reaching Real-Time Moving Targets: The Use of Digital Communications to Inform and Mobilize College Students." (CSPA-NYS Journal of Student Affairs 12(1) April 2012)

  • This article, co-authored by Dr. Allison Alden and Anthony Naglieri, outlines the Center for Civic Engagement's (CCE) fact-finding process which sought to determine the effectiveness of current digital communication methods, identify challenges, and ascertain student preferences for information dissemination. Based on the study findings, new social media strategies were developed and launched, resulting in the CCE's award-winning marketing and social networking initiatives. This article provides insight into the particular mediums students prefer, development and application of strategies, and their level of effectiveness in engaging young adults.

New Marketing Initiatives for Binghamton University's Center for Civic Engagement (May, 2011)

  • This report is a Capstone Project completed by Anthony Naglieri in partial fulfillment of his Master of Public Administration degree at Binghamton University

Report on Binghamton University Faculty Needs for Implementing Community-Based Learning Opportunities(December, 2010)

  • This report, completed by Binghamton University Master of Public Administration students enrolled in PAFF 510, Logic of Inquiry, Fall 2010 in conjunction with the CCE (1) highlights faculty definitions and barriers of community-based learning opportunities, (2) identifies the necessary resources for further implementation of community-based learning opportunities at Binghamton University and (3) determines faculty topics of interest and preferred formats for receiving community-based learning information. 
  • The report is based upon qualitative data collected from five focus groups composed of Binghamton University faculty members that have implemented or are interested in implementing community-based learning opportunities
  • The study was initiated and overseen by Professor Kristina Lambright and Dr. Allison Alden (CCE Director).

Case Study: Instructors' Perspectives on Service Learning's Sustainability at Binghamton University(January, 2010)

Summary of Survey Data

  • This case study was written by Dr. Allison Alden, Director of the Binghamton University CCE and Kristina Lambright, Assistant Professor of the Master of Public Administration department at Binghamton University. It was conducted and supported by a grant from Campus compact and CNCS Learn and Serve America.
  • This case study examines how instructors view service-learning and the level of support for this methodology at Binghamton University. It also explores the degree to which individual instructors at Binghamton University have been able to create and sustain service learning opportunities for their students. Several different data sources were used in this case study, including (1) a survey of instructors, (2) interviews with campus administrators, staff, and instructors, and (3) printed and electronic documents.  

"Critical Thinking in Students' Service-Learning Experiences." (College Teaching Summer, 2003)

  • Service learning combines community service with academic learning. Students learn and develop critical thinking through active participation in organized service experiences. The purpose of this study, authored by Carol A. Sedlak, Margaret O. Doheny, Nancy Panthofer and Ella Anaya, was to describe the growth of 94 nursing students' critical thinking through service-learning experiences. Results revealed two major themes: development of both professional and community perspectives. Outcomes of the study provide a framework for developing service-learning experiences across the curriculum.

"What Impacts the Learning in Service Learning? An Examination of Project Structure and Student Characteristics." (Journal of Public Affairs Education Fall, 2009)

  • This paper, authored by Kristina Lambright, Assistant Professor of the Master of Public Administration department and Director of Graduate Studies at Binghamton University, and Yi Lu, Associate Professor; PhD, University of Georgia, examines factors that can influence how effective a service-learning project is at achieving learning objectives. It is based on data collected from seven Masters of Public Administration (MPA) courses taught during one semester at a large state university. We find that the key factors of influence on how effective a service-learning project is at achieving learning objectives are (a) the extent that the project is integrated with class materials, (b) whether or not students work in groups, and (c) whether or not the participating students are full-time.

"Lessons outside of the Classroom: Examining the Effectiveness of Service Learning Projects at Achieving Learning Objectives." (Journal of Public Affairs Education Summer, 2008)

  • This paper, authored by Kristina Lambright, Assistant Professor of the Master of Public Administration department and Director of Graduate Studies at Binghamton University, investigates how the delivery of course material affects student learning. It explores whether service learning projects are more effectivte than traditional classroom assignments at achieving different learning objectives. Student evaluations of their group projects and final exam scores from three sections of an MPA research methods course were compared as part of this study. One of the sections participated in a service learning project for their group project; the other two sections wrote mock research proposals for their group project. Based on the results from student evaluations of their group projects, there is some evidence suggesting that service learning projects may be more effective than traditional classroom assignments at helping students master course material and link theory to practice. However, participating in a service learning project did not have a significant impact on student performance on the final exam.

If you have an item that you would like to be added to this page, contact Dr. Allison Alden, CCE Director at 607-777-3083 or aalden@binghamton.edu .

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Last Updated: 9/12/14