PS355 Winter 2019 Civic Engagement Project Assignment

PS355 Winter 2019civic Engagement Projectassignmentthe Core Of This

This assignment is designed to develop students’ ability to engage personally and within their civic communities by addressing a specific social issue relevant to their surrounding community or campus. The core objectives include selecting a substantial social issue, defining a precise problem within that issue, devising and potentially implementing a local solution, and critically evaluating the effectiveness of the intervention. Students are expected to connect classroom knowledge with real-world community challenges and document their process thoroughly, including research, action steps, assessments, and future recommendations.

The project involves multiple phases: initial problem identification, background research, designing an actionable plan with measurable goals, data collection, implementation (if feasible within the academic term), and reflection on outcomes. Students must also periodically report progress, seek feedback, and present their work both midway and at the end of the course. Collaboration is permitted and encouraged, with individual and group assessments. Proper documentation, citations, and adherence to academic standards are required throughout the process.

Paper For Above instruction

Introduction

Food insecurity among university students represents a pressing and often overlooked social issue with far-reaching implications for academic success and overall well-being. At Western Oregon University, students face challenges related to insufficient access to nutritious food, which can lead to negative academic, health, and psychological outcomes. This paper explores the scope of food insecurity on the campus, investigates its causes, analyzes its impacts, and proposes practical, community-based strategies aimed at mitigating this crisis within the university context.

Problem Definition

Food insecurity among university students at Western Oregon University involves insufficient access to adequate and nutritious food, negatively affecting students’ academic performance and mental health. The problem is especially prevalent among students from minority backgrounds, families with financial constraints, and those with caregiving responsibilities, which limits their ability to afford balanced diets. Addressing this issue requires understanding the underlying causes, such as rising tuition fees, limited financial aid, and economic disparities, and implementing targeted solutions to ensure all students have reliable access to healthy food.

Background and Context

Food insecurity on college campuses is increasingly recognized as a serious barrier to student success. According to Morris et al. (2016), approximately 14% of college students in the United States experience food insecurity, a figure that is likely conservative due to stigma and underreporting. At Western Oregon University, anecdotal reports and preliminary surveys indicate a similar trend, with many students struggling to meet their nutritional needs due to limited financial resources. Rising tuition costs and debt burdens exacerbate this problem, as students often have to prioritize tuition and rent over food expenses (Booth & Anderson, 2017).

Moreover, students from low-income families or minority backgrounds face heightened vulnerabilities. The dual burden of financial hardship and academic pressure can lead to adverse health outcomes, such as increased susceptibility to illness, mental health issues, and poor academic achievement (Silva et al., 2017). In addition, many students need to balance responsibilities such as childcare, which further restricts their financial flexibility.

The policy landscape includes university-led initiatives such as food pantries and meal donation programs. However, awareness and utilization of these resources remain limited (Patton-López et al., 2014), and there is a need for expanded, sustainable interventions supported by data-driven planning.

Goals and Policy Response

The main goals include reducing food insecurity among students, raising awareness of available resources, and establishing sustainable food access programs. Specific objectives encompass increasing the number of students utilizing campus food resources, promoting healthy eating, and fostering community engagement through donation drives and partnerships with local food banks. The policy response involves expanding existing food pantry services, instituting a food donation initiative among students and staff, and integrating nutrition education into campus programming. These measures aim to directly address hunger and improve students’ overall health and academic performance.

Data Collection and Analysis

To better understand food insecurity at Western Oregon University, data will be gathered via surveys administered to students enrolled in multiple years, focusing on their access to food, expenses, and use of campus resources. Quantitative data such as food security status, academic performance, and demographic information will be analyzed using statistical software like SPSS and Excel, generating tables, graphs, and trend analyses. Complementary qualitative data from interviews and focus groups will provide insights into students’ lived experiences and barriers to food access.

The data collection aims to identify the most at-risk populations, measure the prevalence of food insecurity, and evaluate the effectiveness of current programs. This information will inform targeted interventions and policy adjustments to better serve students’ needs.

Implementation Timeline and Assessment

• Week 1–2: Define problem, conduct background research, identify stakeholders, and develop initial plan.
• Week 3–4: Gather preliminary data via surveys and interviews; establish partnerships with food services and local food banks.
• Week 5–6: Implement initial intervention, such as expanding food pantry hours or launching a donation campaign.
• Week 7–8: Collect feedback, analyze data, and evaluate progress against the effectiveness criteria.
• Week 9–10: Prepare final report, reflect on lessons learned, and present findings to the class and community.

Effectiveness measures include increases in food pantry utilization, student satisfaction surveys, improvements in academic metrics, and reductions in self-reported food insecurity rates.

Progress Reports and Feedback

Progress will be documented through bi-weekly reports, outlining actions taken, time invested, successes, obstacles encountered, and upcoming steps. Feedback from instructors and peers will facilitate adjustments in approach and resource allocation to maximize impact during the course term.

Final Project and Reflection

The final report, spanning 10–12 pages, will include detailed background research, rationale for chosen interventions, data analysis, and assessment of outcomes. If full implementation isn't feasible within the quarter, a comprehensive proposal with outlined steps for future action will be included. The report will also feature a time log reflecting at least 40 hours dedicated to project activities. A final presentation will succinctly summarize the issue, intervention process, lessons learned, and recommendations for ongoing efforts.

Conclusion

Addressing food insecurity among students at Western Oregon University is essential for fostering academic achievement, health, and community resilience. Through targeted research, community engagement, and policy interventions, this project aims to develop sustainable solutions that ensure equitable access to nutritious food. Sustainable strategies such as expanding food pantry services, increasing awareness, and encouraging community donations can significantly improve students' lives. Continuous evaluation and stakeholder collaboration will be vital for maintaining progress and scaling solutions beyond the academic term.

References

• Booth, A. L., & Anderson, M. (2017). Food (in) security within a university community: the experiences of students, staff and faculty at a sustainable institution. In Handbook of Theory and Practice of Sustainable Development in Higher Education (pp.). Springer, Cham.
• Morris, L. M., Smith, S., Davis, J., & Null, D. B. (2016). The prevalence of food security and insecurity among Illinois University students. Journal of Nutrition Education and Behavior, 48(6).
• Patton-López, M. M., López-Cevallos, D. F., Cancel-Tirado, D. I., & Vázquez, L. (2014). Prevalence and correlates of food insecurity among students attending a midsize rural university in Oregon. Journal of Nutrition Education and Behavior, 46(3).
• Silva, M. R., Kleinert, W. L., Sheppard, A. V., Cantrell, K. A., Freeman-Coppedge, D. J., Tsoy, E., & Pearrow, M. (2017). The relationship between food security, housing stability, and school performance among college students. Journal of College Student Retention: Research, Theory & Practice, 19(3).
• Simon, A., Goto, K., Breed, J., & Bianco, S. (2018). Factors Associated with Food Insecurity and Food Assistance Program Participation among University Students. Journal of Hunger & Environmental Nutrition.
• Additional scholarly articles and reports on campus food insecurity, policy responses, and community engagement strategies from reputable sources such as the USDA, Higher Education institutions, and peer-reviewed journals.