Carmen Luca Sugawara
- Ph.D., MSW
- Director for International and Global Engagements / Associate Professor
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IU Indianapolis
Contact
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(317) 274-6729
- clucasug@iu.edu
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ES 4151
902 West New York Street
About
Dr. Carmen Luca Sugawara has more than 30 years of experience in international social development working and researching on issues such as civil society networking, civil society strengthening, social capital, community development, and global social work education. Currently, as an associate professor and director of international and global engagement at Indiana University School of Social Work in Indianapolis, Dr. Luca Sugawara’s administrative work, research, and teaching interests focus on building capacity for international and global engagements while promoting a community-university-engaged agenda through her research, teaching and service. During her Senior Fulbright Scholar program in Croatia (2019-2020), Dr. Luca Sugawara examined the extent to which universities contribute to strengthening local capacity for community development. Working with three countries in Southeast Europe (Croatia, BiH and Kosovo), Dr. Luca Sugawara developed a framework, and an instrument to measure and unpack the extent to which higher education institutions (HEIs) influence the local capacity for community development. She has co-designed and annually teaches a graduate-level course on international social development and a service-learning course that takes students to a post-conflict zone in Croatia. Continuing her commitment to building local community capacity through higher education institutions’ involvement with local communities, in 2020, Dr. Luca Sugawara supported the development of a Master of Social Work program in a postwar region of Croatia. Her commitment to decolonizing global social work education is evidenced through her book projects, service, and her most recent scholarship. She is a recipient of the Frank Turner Award by the British International Journal of Social Work for her contribution to research that uncovers the role of the civil society in promoting local development in countries in transition.
Education
PhD
Emphasis/Major: Social Work2005 - Catholic University of America
Dissertation: Building Social Capital in Higher Education
MSW
Emphasis/Major: Advanced Generalist Practice2000 - University of Kentucky
Dissertation: N/A
Fulbright Scholar
Emphasis/Major: social work1999 - Case Wester Reserve University
BSW
Emphasis/Major: Social Work1995 - Universittatea "Al.I.Cuza"
Research Interests
As an Associate Professor at the Indiana University School of Social Work, Dr. Luca Sugawara’s research interests have centered on community reconstruction, capacity development, and international social work education and practice. Her most recent research on local capacity development and community-engaged education specifically addresses the role of designing and promoting community-engaged education for local development. Dr. Luca Sugawara is a recipient of the Frank Turner Award by the British International Journal of Social Work for her contribution to research that uncovers the role of civil society in promoting local development in countries in transition. In 2018, she received the Susan Sutton award for her contributions to study abroad education and her ongoing contributions to internationalizing higher education curricula. In 2019, Dr. Sugawara was awarded a senior Fulbright Scholar Program in Croatia where she researched the role of higher education institutions in strengthening local capacity for development.
Teaching Interests
As an Associate Professor at the Indiana University School of Social Work, Dr. Luca Sugawara’s teaching interests have centered on community development and executive leadership practice and on international social work education and practice. She has designed and annually teaches a graduate course on international social development and a community-based global learning course for which she takes students to a post-conflict zone in Croatia.
Awards and Honors
2022 - IUPUI's Office of International Affairs- International Fulbright Commission Reviewer
2021 - Polsko-Amerykańska Komisja Fulbrighta Polish-U.S. Fulbright Commission K.I. Gałczyńskiego 4, 00-362 Warszawa Fulbright Poland - IUPUI Elite 50 Award
2020 - IUPUI
2019 - University of Zagreb and University of Osijek- Global Engagement Award for IKS, Croatia
2019 - Office of International Affairs - Susan Sutton Award for 2018
2018 - Ofice of International Affairs - Best teacher of the year 2016
2016 - MSW Student Association - Outstanding Woman Faculty Leader Newcomer Award: Nominee, Office for Women, IUPUI
2011 - Office for Women, IUPUI - Frank Turner Prize Writing Award
2007 - International Social Work Journal, Canada
Publications
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Luca Sugawara, C. G., Matesic, N., Paton, G., & Ray-Bennette, K. (2023). Global solidarity – Voices from Croatian Mobile Social Education Partners. Oficyna Naukowa".. http://oficyna-naukowa.com.pl/. https://doi.org/oai:zbc.uz.zgora.pl:72196
Giving the interconnectivity of our world today, the dissolutions of borders, and the complex challenges our communities are facing, we can no longer afford to ignore the imminent need to engage with the world in new ways and learn from one another as global community members, community organizations, higher education institutions, or national and international agencies. To begin addressing them, we must live in solidarity and global awareness that perhaps only together could we work towards confronting the challenging times of our days. Within this context, community-engaged education has its place and role in forging partnerships at the national, regional, and international levels. Over a century, the scholarship of community-engaged education powerfully articulates the impact of such educational platforms on students’ and academic unites’ gains. The pedagogy of engaged learning supports building social solidarity (Freire, 1970; Kwiatkowski, 2020) and global citizenship formation. However, very few articles present the voice of a host-community organization sharing their community-engaged wisdom. This article aims to fill that gap by introducing the voice of a community organization from a post-war region of Petrinja, Croatia, contributing to the promotion of mobile social education while serving its local community. The Association for Promotion of IT, Culture, and Coexistence (Association IKS) is introduced first along with its post-war context, followed by its programmatic approaches to mobile social education. Mobile social education brings a new approach to learning by crossing geographic borders placing students/volunteers in new contexts. The European Union Solidarity Corps’ guidelines point to the importance to enhance engagement of young people and organizations in accessible and high-quality solidarity activities, primarily volunteering, as a means to strengthen social cohesion, solidarity, democracy, European identity, and active citizenship in the Union, with a particular focus on social development, social inclusion, and equal opportunities. The paper ends with lessons learned from interacting with more than 100 students/volunteers from 4 continents representing 35 countries.
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Luca Sugawara, C. G., Kim, H.-W., Modić Stanke, K., Krasniqi, V., & Basic, S. (2023). The role of community-university engagement in strengthening local community capacity in Southeastern Europe. International Journal of Educational Development, Volume 98 (April 2023), Article number 102747. https://doi.org/https://doi.org/10.1016/j.ijedudev.2023.102747
For more than a century, scholars have been interested in promoting community-based learning to develop students’ agency and civic engagement. While community-university engagement (CUE) matured into an academic discipline of its own, questions about its impact on local communities remain largely ignored. This study examines the landscape of CUE in Southeastern Europe and its impact on local capacity development. One hundred eighty-seven faculty from Bosnia and Herzegovina, Croatia, and Kosovo completed a self-administered survey. The results link CUE programs with increased community assets, functioning and transformational capacity, and underscore the importance of learning with community stakeholders to promote local development.
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Luca Sugawara, C. G., & , . (2022). Higher Education Institutions’ Roles in Strengthening Local Capacity for Community Development: An Analytical Framework . Journal of Higher Education Outreach and Engagement (JHEOE) , 26(3), 163-176. View Publication For Higher Education Institutions’ Roles in Strengthening Local Capacity for Community Development: An Analytical Framework
Responding to an ongoing disconnect between higher education institutions (HEIs) and contemporary challenges communities face worldwide, universities can become a driving force to strengthen communities’ capacity toward innovative solutions to the challenges they face. This article introduces an analytical framework that provides a roadmap to design, examine, and measure the potential contributions of community-engaged university education in strengthening local capacity for community development (LCCD). The framework proposes three pillars of analysis: community assets, functioning capacity, and transformational capacity. Better understanding the contribution of community-engaged university programs in strengthening LCCD can create the conditions for local communities to leverage their power to foster positive social change while universities reexamine the way they engage communities. Finally, the article discusses implications for social development actors involved in promoting local capacity development to strengthen democracy and civic engagement and the benefits -
Jocelyn Clare R. Hermoso, PhD, J. . ., & Luca Sugawara, C. G. (2021). Civil Society and Macro Social Work. In Encyclopedia in Macro Practice- Oxford University Press (p. 14). Oxford University Press and NASW Press. https://doi.org/As per publishers’ contract, the online Encyclopedia will be available at the end of 2021, and the printed version in 2022
The connection between macro social work practice and civil society is inextricable. Macro practice focuses on forming and strengthening people’s organizations, communities, and other collectivities that make up the structure and foundation of civil society, defined as the sphere outside of the state and market where people can exercise their right to participate in decision-making on political, social, and other matters that affect their lives. Working with civil society can compensate for some of the limitations of working within state institutions. Civil society’s potential and ability to serve as an arena for realizing individual and community well-being, human rights, and social justice warrant positioning it on equal footing as the state as an area of practice for the social work profession.
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Luca Sugawara, C. G., & Opacic, A. (2021). Social Work Higher Education Institutions - Allies of Most Vulnerable Communities. Springer, Switzerland AG. https://doi.org/DOI: 10.1007/978-3-030-65987-5_10
For the past three decades, community-engaged education is increasingly
recognized for its important role in fostering the public good (Boyer 1990;
Cohen, The shaping of American higher education: emergence and growth of
the contemporary system. Jossey-Bass, San Francisco, 1998; Ehrlich, Civic
responsibility and higher education. Oryx, Phoenix, 2000). Community
engagement is promoted to benefit both students’ professional and personal
growth and the local communities in which the educational programmes take
place. Although the literature on community-engaged education is rich, the
focus remains on students’ gains with little attention given to the community’s
benefits. This chapter discusses the relationship between community-engaged
educational programmes and local capacity for community development
(LCCD) in working with vulnerable groups. Responding to critical challenges,
we examine how social work service-learning education and community-based
research programmes may strengthen local capacity among vulnerable
communities. Building on a social justice approach to service-learning (Boyle-
Braise and Langford, Equity Excell Educ 37(1):55–66, 2004), we propose a
rights-based approach in working with vulnerable populations informed by
human rights principles. By developing service-learning courses with a social
justice orientation, social work HEIs have a unique opportunity to empower
vulnerable communities and engage its members in local issues while
strengthening their own communities’ capacities to address local challenges.
NOTE- This work in printing stage and only have the proofs but they have comments on so I cannot upload just yet. I can send you, Dean Davis, a copy if you want. Please advise and thank you. -
Luca Sugawara, C. G., & Opacic, A. (2021). Social Work Higher Education Institutions: Allies of Most Vulnerable Communities. Springer and the European Association of Schools of Social Work. D.O.I 10.1007/978-3-030-65987-5. https://doi.org/https://doi.org/10.1007/978-3-030-65987-5_10#DOI
The chapter introduces the relationship between local capacity for community development (LCCD) and university programmes. Responding to critical challenges, we discuss a possible central role that social work HEIs with community engaged
programmes may play in strengthening local community capacities among vulnerable groups. Building on a social justice approach to service learning (Boyle- Braise and Langford 2004), we propose a rights-based approach in working with vulnerable populations informed by human rights principles and community-based
research. By developing service-learning courses with a social justice orientation, the social work HEIs have a unique opportunity to empower vulnerable communities and engage its members in local issues while strengthening their own communities’
capacities to address local challenges. -
Hermoso, J. C., & Luca Sugawara, C. G. (2016). Mainstreaming a Gender Perspective to Peacemaking: A Framework for Policy Evaluation for UN Security Council Resolution 1325. International Social Development Issues, 38(2), 68-81. View Publication For Mainstreaming a Gender Perspective to Peacemaking: A Framework for Policy Evaluation for UN Security Council Resolution 1325
Evaluating United Nations Security Council Resolution (UNSCR) 1325 necessitates effectively assessing its gains in mainstreaming a gender perspective in peacemaking. This article will propose a framework for evaluating this resolution in terms of the following three criteria: policy gains, broadening of political space, and strengthening of peace constituencies. Social development implications of UNSCR 1325 will be addressed.
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Pittman, S., Luca Sugawara, C. G., Rogers, M. E., & Bediako, A. (2015). Social Workers in International Relief and Development: A Natural Fit. Interdisciplinary Journal of Best Practices in Global Development: Vol. 1, Article 3., 1.
This study sought to examine the compatibility between social work competencies with humanitarian assistance job skills requirements in the market. A systematic analysis of international job descriptions (N=500) was conducted with a focus on the skills required of potential employees. The main themes identified and operationalized into discrete skills and/or behaviors were: technical expertise, intra-, and extra-organizational competencies, personal abilities, sector specialization, education, and language requirements. To aid educators in curriculum building, the identified skills were cross-referenced with the Council on Social Work
Education’s Education Policy and Accreditation Standards practice behaviors to determine how they translate into standardized competencies. The study offers important implications for social work education and discusses several venues for social work employment in international relief and development careers. -
Luca Sugawara, C. G., Hermoso, J. C., Delale, A., & Lupsic, D. Schools as pillars of postwar recovery: Rethinking the role of parental involvement . Social Development Issues, 36(1), 17-32.
The promotion of parental involvement as a community reconstruction strategy after interethnic war is relatively new and lacks empirical support. This article explores the role of parental involvement in community reconstruction in postwar Croatia. Results show that parental involvement in schools can contribute to the rebuilding of a community’s social capital, which is an important step in recovering from interethnic war.
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Luca Sugawara, C. G., Hermoso, J. C., Popescu, M., & Dichter, T. W. Strengthening democracy through local capacity development: The case of Moldova. Social Work Review, 2, 1-13., 2, 1-13.
Over the past several decades, local capacity development (LCD) has
played a central role in helping countries move towards democratization. Despite its
recognition in the field of social development, LCD approaches to promoting change
have been heavily criticized for their ineffectiveness in promoting sustainable change for local communities. Based on field notes, the paper addresses challenges in promoting local capacity development and proposes a new approach to civil society organizations (CSOs)’ local capacity development within the Moldovan
context that will strengthen democracy. -
Ashman, D., & Luca Sugawara, C. G. Civil society networks: Civil society networks options for network design . Nonprofit Management and Leadership Journal. . Accepted. https://doi.org/DOI:10.1002/nml.21062
Civil society networks are critical actors in international development and social change, even as they are organizationally complex and challenging to design and manage. Network forms of organization may be “neither markets nor hierarchies,” but there is little shared understanding globally about the options that exist for designing inter-organizational network structures or the conditions under which different options may be selected. This empirical study of thirty networks across eleven sectors and five global regions contributes a new conceptual framework for categorizing different types of network structures based on the level of interdependence among network members. Findings reveal three distinct network design options, indicate patterns of network development, and suggest several conditions that may influence the design of civil society networks.
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Luca Sugawara, C. G., Hermoso, ocelyn C., Delale, E. A. D. A., Hoffman, K., & Lupsic, D. Parental involvement in an emerging democracy: The case of Croatia. Advances in Social Work , 13(2), 451-470. View Publication For Parental involvement in an emerging democracy: The case of Croatia.
Parental involvement in schools in an emerging democracy has gained
significant attention among school administrators, educators, parents, local
governments, and the international development community; yet, empirical data on this subject remains sparse. This study aims to examine the patterns of parental involvement in schools in Croatian communities. Using mixed-methods, the sample size consists of 294 elementary school parents, two focus groups (parents and teachers), and nine interviews with national and international stakeholders. The study found that, apart from the educational outcomes for children, parental involvement also may be an important platform through which parents can practice democratic behaviors and engage in community-building initiatives. Through school-related activities, parents learn to interact with a government institution, voice their interests, participate in decision-making, leverage and use power, and cooperate with each other and the community. Findings from this study can have implications for social work practice and social development assistance by recognizing how engaging parents in school-based activities can become a platform for community participation and democratic behavior. -
Luca Sugawara, C. G. Luca Sugawara, C. G. (2009). Building social capital among social work educators: A strategy for curriculum development . Journal of Social Work Education, 45(3), 445-466.
This article explores the role of human relations in the process of curriculum
change in social work education. Social Capital, the theoretical framework that
underpins this research, explains how social resources are made available to
social work faculty and groups for their own benefit. Using data from 88 surveys
completed by social work educators, the findings are significant. In an age
of technological advancements, human connections remain an important factor
in influencing curriculum development in aging. This study also presents
implications for social work faculty and administrators and discusses how best
to organize social work conferences to promote curriculum change. -
Hermoso, J. C., & Luca Sugawara, C. G. Civil society’s role in promoting in local development in countries in transition: A comparative study of the Philippines and Romania . International Social Work , 49(3), 319-332.
This article discusses civil society’s role in the process of local
development undertaken by countries in their transition towards
democracy. Based on data from archival research and field visits,
the article compares and contrasts the experiences of the Philippines,
where civil-society organizations are working to build the structures
for more substantial democracy, and Romania, where civil-society
organizations are faced with the challenge of rebuilding the country
after reeling from the effects of totalitarian rule. -
Luca Sugawara, C. G. Braving the pathways to community reconstruction: The power of youth engagement in the post-war context.
Through the dust and the rubbers of explosives of an ethnic war, dominated by feelings of loss and despair, Iva and Neven found themselves crossing checkpoints, defying the odds, and all protocols of safety, only to bring hope to their lives and own communities. Separated by machine guns, soldiers, and barricades, their cross-border activities were fearless, carrying letters, food, or clothes between family members and friends disconnected by the ethnic war. Their sense of place and role grew over time, and their friendship remained one strong force that led them through life. The first time they met in Hungary, attending a multiethnic camp focused on resilience, Iva, one of the Croatian youth representatives from Osijek, was faced with complex emotions of fear, betrayal, and great pain meeting her Serbian teens representing the ‘enemy’ who inflicted pain and suffering in her very own community. However, her excitement for change was stronger than her fears, pushing Iva to show up, engage with the participants regardless of their ethnic identity, and share her emotions. As a result, only two years later, Iva found herself becoming an active leader of the Action Youth Group Osijek (AYGO), while Neven of the Youth Peace Group Danube (YPGD) in Vukovar. Neven, who was representing the Serbian youth community, was experiencing similar fears and hopes for his future. Although they had experienced significant losses, the memory of the strong multi-ethnic ties and relationships that existed prior to the war was still present and provided a critical context for recovery-based resilience. Navigating a world of uncertainty, individual and collective trauma, and memories of their individual and collective past fostered resilience-based hope and strengthened their drive to participate in empowerment, leadership skills, and other youth engagement programs, which transformed both Iva and Neven into regional youth leaders. The Action Youth Group’s “PRONI project” became a home to belong to and a place to feel safe, redefining their identity as leaders and change-makers of their own communities. Twenty-five years later, they are still working together, driven by a similar commitment and hopes to serve and strengthen youths’ quality of life in their own backyards and elsewhere in the world.
Presentations
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Ficcara, J., Luca Sugawara, C. G., Odhiambo, P., Price, M., & VUkovic, S. (2022). Hidden Curriculum in Academic-Host Community Relationships. The Forum on Education Abroad.
The presentation addresses hidden curricula elements, such as Unwritten rules, regulations, expectations, norms, and standards that form part of the learning process in educational settings. Hidden curricula means: learning not taught to students through the "planned" curriculum; Learning in HC tends:•Rely on "taken for granteds" reflective of dominant cultural values, practices and worldviews. [e.g. Global North, White Dominant, Neocolonial]Emphasize to students [and other stakeholders] the knowledge which is most valued and behaviors and practices considered appropriate
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Luca Sugawara, C. G. (2022). Research in post-war communities: Ethical perspectives and community-engagement. the Academic Women’s Leadership Network in Southeast Europe, Proshtina, Kosovo.
With an increased number of armed conflicts worldwide, the compounded loss of life, and community displacement, research in post-conflict settings is too often justified by the need to improve humanitarian responses, develop social-service agencies, or understand trauma, among others. However, the fragility of post-conflict communities, heightened vulnerabilities of populations caught in conflict, coupled with a lack of attention to ethical standards of engagement in post-war community research, calls for careful consideration of the ethical implications on the very communities pledged to support. This presentation reflects on the ethical dimensions of a research project in a war-torn community in Eastern Croatia and introduces an analytical tool to help design research projects ethically responsive to post-war communities.
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Luca Sugawara, C. G. (2022). Social Work Education for the Future: Challenges of Today -Opportunities of Tomorrow. University of Osijek, Osijek, Croatia.
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Luca Sugawara, C. G. (2020). Living and learning from a country with a million hearts.
An associate professor with the IU School of Social Work, Dr. Luca Sugawara just returned from her Fulbright sabbatical where she worked with local communities and two universities to explore the extent to which community-engaged programs contribute to local capacity for community development. Her presentation will bring to life some of her experiences and lessons learned from her time in Croatia while facing multiple emergencies including an earthquake and a global pandemic.
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Luca Sugawara, C. G. (2020). Higher education and community-engaged programs: A strategy for building local capacity for community development in post-communist countries. Workshop accepted at the Social Work Education and Social Development: Promoting Human Relationship, Building the Future. International Association of Schools of Social work , Rimini, Italy.
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Luca Sugawara, C. G. (2020). Strengthening local capacity for community development through community-engaged programs. ERASMUS Program , European Union.
Higher education institutions (HEIs) have become a platform of awakening, and of one of action, inviting university presidents, policymakers, and local communities to recognize universities as key community assets. Through the contributions of students, faculty, staff and alumni, universities become a driving force, and they are key partners with local communities to respond to complex socio-political and environmental challenges. This civic mission encourages universities to work closely with local communities on behalf of local communities. Through community-based research (Boyer, 1990), or community-based learning, both students and community members enter dialogical learning processes that shape each other in profound ways. Students’ have an opportunity to apply academic content by engaging in community activities, increasing their civic minds and senses of belonging (Boyer, 1990, 1996; Checkooway, 2000, 2001). Community partners, likewise, have an opportunity to participate in dialogical learning with university experts and students (Dewey, 1916; Freire, 1970), while forging partnerships and identifying new solutions to local problems, which ultimately aims at increasing the quality of life for all in a given community. The literature strongly supports that community participation among local partners builds community capacity (to respond to social issues) through the development of social structures, trust, social networks, and sustainability of initiatives (Israel et al., 2005; Wallerstein & Duran, 2006; Wright, 2000).
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Price, M., Alamdari, S. M., Luca Sugawara, C. G., Steel, J., Leslie, S., Odette, A., & Vuković Čović, S. (2019). Building our capacity for relational program planning in GSL: Lessons from an institution -community partner action research project.
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Luca Sugawara, C. G., Bragg, N., & Carlson, J. (2018). Youth Volunteerism in Post-War Regions: Pupils, Schools and the Community Presentation during a Community Forum in Osijek, Croatia. US Embassy’s American Corner in Osijek, Croatia, Osijek, Croatia.
PRONI Centre for Social Education is a nationally recognized community nonprofit agency in Croatia focused on bolstering communities’ capacities to effect positive social change. One of PRONI’s current projects aims at developing youth volunteerism capacity in local schools and between non-governmental organizations (NGOs) and schools in the Sisak-Moslavina and Vukovar-Srijem regions. Through a partnership with Indiana University School of Social Work (IUSSW), the impact of PRONI’s SKOLONTIRANJE volunteerism program with elementary school students, school, and NGO representatives were evaluated as a means of meeting its program objectives. Guided by the PRONI team, and grounded within civil society and participatory democracy theories, IUSSW researchers developed three surveys to assess various constructs surrounding influence, capacity, and civic engagement within three target groups: students (n = 69), school representatives (n = 33) , and NGO representatives (n = 8). The assessment sample was comprised of participants and non-participants in PRONI’s volunteerism program. Surveys were distributed through Qualtrics. Data was analyzed descriptively, and Chi-square tests were used to analyze differences between volunteer training participants and non-participants. Preliminary findings support PRONI’s volunteer program as influential to school representatives’ volunteering involvement, and schools’ focus on youth community volunteering. Students were found to show a general sense of civic responsibility, and reported schools and teachers to most greatly influence their volunteerism-related behaviors and attitudes. The low sample for NGO representatives did not provide enough data for meaningful interpretation. Next steps encompass end-of-project data collection and analysis to assess PRONI’s volunteerism outcomes in building youth volunteerism local capacity.
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Luca Sugawara, C. G., Carlson, J., Makki, S., & Vukovic Covic, S. (2017). International Service-Learning in Post War Croatia: Capacity Building for the Social Work Profession. International Consortium for Social Development, Zagreb, Croatia.
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Luca Sugawara, C. G. (2017). Building bridges between higher education institutions and local capacities. PRONI Centre for Social Development, Osijek, Croatia.
The presentation focused on the role of higher education in fostering strong community development initiatives.
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Luca Sugawara, C. G., & Thigpen, J. (2016). Professional development among mid-career social work faculty: A path to career advancement. CSWE, Atlanta, GA United States.
Background, Significance, & Aims A lack of institutional support for the career development needs of Associate Professor rank faculty (i.e., mid-career) has been documented within higher education nationally (Buch, Huet, Rorrer, & Roberson, 2011;IES, 2009; Education Advisory Board, 2009). The professional development and career advancement needs of this faculty group are critically important, however, because studies have shown that some faculty plateau and languish at this career stage, especially women (MLA, 2009; Geisler, Kaminski, & Berkley, 2007; COACHE, 2010). Attending to the professional development needs of mid-career faculty is also important because this faculty subgroup constitutes the primary pipeline from which institutional leaders emerge (Buch et al., 2011). The professional development needs of mid-career Social Work faculty have not been investigated and therefore constitute a critical gap in the Social Work literature. The present study investigated the professional development and career advancement needs of mid-career Social Work faculty at large, public university located in the Midwest. The School of Social Work is made up of 48 full-time tenured or tenure-track faculty members distributed evenly across ranks: 14 Professors, 16 Associate Professors, and 18 Assistant Professors. Methodology This exploratory study combined qualitative and quantitative methods to examine the professional development needs of mid-career Social Work faculty. Because little is known about the professional development needs of this faculty subgroup, a focus group comprised solely of mid-career faculty was first convened to gain a preliminary understanding of their professional development needs and their perspectives regarding career advancement. Seven Associate Professor rank faculty participated. The focus group was audio-recorded and later analyzed for general themes related to professional development needs and career advancement. Findings from the focus group data were used to construct a 12-item survey that solicited data about professional development needs, motivating factors for pursuing promotion, barriers to seeking promotion, and professional development services needed within the school to facilitate career advancement. All 16 mid-career faculty were invited to take the survey anonymously. Thirteen (n=13) completed the survey, representing an 82% response rate. There was no missing data. Findings Thematic analysis of focus group data revealed three inter-related and over-arching themes. First, research and scholarship are important to mid-career faculty. Second, the absence of an infrastructure to support faculty research severely hampers engagement in research and, in consequence, career advancement. Third, “time” to engage in research, one-on-one mentoring, and an array of professional development services were the most significant professional development needs of mid-career faculty. Descriptive statistical analyses of survey data revealed similar findings. Mid-career faculty rank-ordered their most pressing professional development needs as follows: “time” to engage in research; training on research related activities such as grant writing, publishing, data analytic methods; one-on-one mentoring; and identification of potential research collaborators. Lack of time to engage in research, workload issues such as a heavy teaching load and administrative responsibilities, the absence of a research infrastructure within the school, and little financial incentive were identified as structural barriers to seeking promotion. To promote professional development and career advancement, Associate Professor rank faculty recommended creation of a release time for research grant mechanism, consultation and training services related to research, one-on-one mentoring, and establishing a centralized office within the school to support and coordinate faculty professional development and research. Conclusions, Implications, & Limitations Professional development and career advancement are important and ongoing matters of concern to mid-career Social Work faculty. To facilitate career advancement among this faculty subgroup, it is paramount that school- and university-level administrators respond to their unique professional development needs by implementing professional development initiatives such as formalized mentoring programs that focus on career advancement and regular training series that could reinforce and advance knowledge of a variety of research related activities. It is also imperative that school- and university-level administrators devise strategies to strengthen institutional capacity and infrastructure to support faculty research and career development. Exercising sensitivity to workload issues that may impede engagement in research is critical. The methodological limitations of the present study do not permit the findings to be generalized to other Schools of Social Work. The findings do, however, represent a first-step in building a foundation of knowledge regarding the professional development and career advancement needs of mid-career Social Work faculty. Because professional development and career advancement are highly inter-related, attending to the professional development needs of Associate Professor rank faculty is likely to create a pathway toward career advancement.
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Luca Sugawara, C. G. (2016). Mid-career mentoring and capacity building strategies: A path to professional development and career advancement. IUPUI Academic Affairs, Indianapolis, IN United States.
The IU School of Social Work mentoring initiative promotes the professional development and career advancement of Associate Professor rank faculty through a formalized, one-to-one departmental model of faculty mentoring. Mid-career and full-rank faculty are paired based on mutual interest. Full-rank faculty assist mid-career faculty in developing a formal Career Advancement Plan, and guide and support attainment of their professional goals. As a strategy to enhance the school’s infrastructure for faculty professional development, research, and career advancement, the mentoring initiative also includes a coordinated professional development series. Progress/Outcomes: The central goal of the mentoring initiative is to increase Associate Professor rank faculty’s advancement to full-rank and strengthen the school’s capacity to support faculty professional development and research. At its launch in September 2015, 7 Associate Professors and 7 full Professors volunteered to participate. A formal program orientation and an event to pair program mentors and mentees were held October 2015. One hundred percent (100%) of Associate Professors have been matched with a full Professor. Six (or 87%) of Associate Professors have submitted a Career Advancement Plan. The professional development series commenced Spring 2016 with an address given to the faculty by a national social work scholar. Several professional development events have been scheduled for Fall 2016. Lessons Learned: The mentoring initiative is recognized as a much-needed resource by program participants, the broader faculty, and administration. Challenges associated with reaching targeted faculty on regional campuses have been encountered, however. Strategies for addressing these challenges are being pursued.
Contract Fellowship Grants
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Higher education and community-engaged programs: A strategy to strengthen local capacity development in post-communist countries.
Program Director (PD)/Principal Investigator (PI): Carmen Luca Sugawara -
Higher education and community-engaged programs: A strategy to strengthen local capacity development in post-communist countries.
Carmen Luca Sugawara -
2019-20 Fulbright U.S. Scholar Grant
Carmen Luca Sugawara -
IUSSW Mid-career Mentoring and Capacity Building Strategies: A Path to Professional Development and Career Advancement
Co-PD/PI: Carmen Luca Sugawara
Program Director (PD)/Principal Investigator (PI): Jeffery Thigpen -
Social Work Practice in Post-War Communities
Program Director (PD)/Principal Investigator (PI): Carmen Luca Sugawara
Co-PD/PI: Joan Carlson -
Women Philanthropy Leadership Council Fund
Program Director (PD)/Principal Investigator (PI): Carmen Luca Sugwara
Institutional Services
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Other
2022 - Supported the connection of IU Faculty from School fo Medicine secure a group of social work faculty interested in learning about Autism.Connect with regional professional Networks from SoutheastEurope
Advise on programmatic issues, and application budget -
Other
2021 - Research Grant ReviwerResponsible to review the 2021 Global impact grant and score/comment on the quality in support a selection process. -
Board Member
2021 -Lead the Advocacy Program under the Fulbright Association of Indiana -
Committee Member
2021 - PERCS MembersMmember to the IUPUI’s Public and Engaged Scholarship Review Committee (PESRC), 2021- present -
Faculty Advisor/Mentor
2020 - Faculty Co-lead for SWK 433 class-Prepare the Canvas site for online teaching
-Lead seminar on teaching this course with adjunct faculty and other faculty interested.
-Select books to include racial social justice materials for this class
-Ongoing support to faculty -
Committee Member
2020 - Study Abroad Advisory CommitteeThis committee mainly works on supporting the Study Abroad initiatives on Campus and engages in crafting institutional policies and systems to increase study abroad education at IUPUI. -
2017 - Study Abroad Welcoming ReceptionWelcomed the IUPUI students to a new learning community and discussed the power of international social work education. -
Organizer/Coordinator
2017 - Mentoring AcademyDesign, organize, facilitate, present, and evaluate the Mentoring Academy Program within the IUSSW. -
Committee Member
2012 - Study Abroad Advisory CommitteeEngage in policy formation, cours revision and approval for RISE, and advisory role for any decisions that solicit faculty involvement and feedback. -
Committee Chair
2018 - Community and Organizational Leadership Committee- Convene memebers to revise and adapt curricula content for all classes taough in this practice area.
- lead meetings to promote innovation, development, and emgagement of its members in this practice area. -
Faculty Advisor/Mentor
2017 - Internationalization curricula and overall academic mentoringPart of the Faculty Mentoring Academy within the IUSSW, I mentor three assistant professors; Sara Jessica Lee, Hasan Reza and Jeremiah H. -
Committee Chair
2018 - International TaskforceThis Taskforce was formed in response an overall intereste of comeprehensively internationalize our school’s curriculum. Working with a group of 17 faculty, we mapped our school’s current capacity, identified areas of growth and development and set up a vision and specific goals for a potential global program within the school of social work. -
Task Force Chair
2014 - Leadership Concentration CommitteeIn charge of revising and leading curricula development efforts for this concentration. Prepare and run meetings, move agenda forward for ultimate outcome - new curricula developed. -
Other
2017 - Guest Speaker /International learning opportunities at IUSSW -
Task Force Chair
2022 - Search and Screen Committee for two TT Faculty positions and one ADLead a search committee in setting up search procedures, developing hiring tools, interviewing, and making hiring recommendations to the dean .
Media Appearance
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IUSSW
2023 - IU School of Social Work Study Abroad Education
Read the Story IUSSW -
Study Abroad, Global Citizenship, and Community Engagement
2022 - The CYBER Focus
Read the Story Study Abroad, Global Citizenship, and Community Engagement -
IUSSW International Education Week
2022 - IUSSW/news
Read the Story IUSSW International Education Week -
SDG in Action at IUPUI
2021 - SDG -OIA
Read the Story SDG in Action at IUPUI -
Professor's prestigious Fulbright experience impacted by pandemic, earthquake
2020 - IU Research Impact
Read the Story Professor's prestigious Fulbright experience impacted by pandemic, earthquake -
European Encounters - Perspective from Slovakia and the US
2020 - IU Gateway Berlin
Read the Story European Encounters - Perspective from Slovakia and the US -
Meeting with the US Ambassador in Croatia
2016 - Twitter
Read the Story Meeting with the US Ambassador in Croatia -
Visiting US Embassy in Croatia becomes empowering experience
2016 - Viewpoints at IU
Read the Story Visiting US Embassy in Croatia becomes empowering experience -
Social Work students meet the US Ambassador in Croatia
2016 - CSWE's Katherine Kendall Institute for International Social Work Education Newsfeed. -
Osijek, TV Station, Croatia
2015
Read the Story Osijek, TV Station, Croatia
Memberships
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Talloires Network of Engaged Universities, TUFTS
2020 to Present -
International Consortium for Social Development
2007 to Present -
Council in Social Work Education
2005 to 2017
Professional Services
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Designer
2019 to 2020 - Supported the development of a graduate program in social work at the University of Osijek, CroatiaInvolved in program design, partnership development, and competencies crafting among other tasks.
NOTE: The position/role was chosen in lieu of other options. -
Committee Member
2015 to 2016 - Community servicePolis Institute and SAVI team invited me to be part of their multidisciplinary Community Assessment Development Project.
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