Wikipedia:Articles for deletion/Center for Social Justice Research, Teaching, & Service

The following discussion is an archived debate of the proposed deletion of the article below. Please do not modify it. Subsequent comments should be made on the appropriate discussion page (such as the article's talk page or in a deletion review). No further edits should be made to this page.

The result was no consensus. $Salvio$ ^{Let's talk about it!} 13:38, 6 September 2018 (UTC)[reply]

Center for Social Justice Research, Teaching, & Service[edit]

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Fail WP:GNG, promo. Institute belonging to the (Jesuit) Georgetown University. Article largely based on its own website. The Banner talk 15:42, 13 August 2018 (UTC)[reply]

Keep. I find this has enough independent coverage and an extensive enough program to be a keep. This is in keeping with WP:ABOUTSELF policy on Self-published or questionable sources as sources on themselves, where we read:

"Self-published and questionable sources may be used as sources of information about themselves, usually in articles about themselves or their activities, without the self-published source requirement that they be published experts in the field, so long as:

1. the material is neither unduly self-serving nor an exceptional claim;

2. it does not involve claims about third parties;

3. it does not involve claims about events not directly related to the source;

4. there is no reasonable doubt as to its authenticity; and

5. the article is not based primarily on such sources.

This policy also applies to material published by the subject on social networking websites such as Twitter, Tumblr, Reddit, and Facebook."

Jzsj (talk) 17:13, 13 August 2018 (UTC)[reply]

Self published sources may be acceptable for some uses, but are not for establishing notability. See WP:SPIP. — BillHPike (talk, contribs) 19:38, 13 August 2018 (UTC)[reply]

Sorry, I ran together two issues here. The first sentence on independent sources is true for this article, as you rightly require. The rest was meant to pertain to the large amount in the article that is credibly referenced to the school's website, along with other sources. Jzsj (talk) 21:44, 13 August 2018 (UTC)[reply]

Note: This discussion has been included in the list of Education-related deletion discussions. CAPTAIN RAJU^(T) 23:09, 13 August 2018 (UTC)[reply]

Note: This discussion has been included in the list of Organizations-related deletion discussions. CAPTAIN RAJU^(T) 23:09, 13 August 2018 (UTC)[reply]

Note: This discussion has been included in the list of Washington, D.C.-related deletion discussions. CAPTAIN RAJU^(T) 23:09, 13 August 2018 (UTC)[reply]

Delete lacks independent sources to establish notability.96.127.243.251 (talk) 04:04, 14 August 2018 (UTC)[reply]

Relisted to generate a more thorough discussion and clearer consensus.
Please add new comments below this notice. Thanks, -- RoySmith (talk) 00:52, 21 August 2018 (UTC)[reply]

Delete - doesn't seem to be meeting WP:NPOV and may not meet WP:GNG/WP:NORG. Could be promotional, definitely not WP:G11-worthy, however. No notable, independent Ghits. Kirbanzo (talk) 00:58, 21 August 2018 (UTC)[reply]
Delete - unless sources can be established demonstrating notability. - Scarpy (talk) 19:09, 21 August 2018 (UTC)[reply]

Keep per the significant coverage in multiple independent reliable sources.
1. Mitcham, Carl (2010). The Oxford Handbook of Interdisciplinarity. Oxford: Oxford University Press. pp. 352–353. ISBN 978-0-19-923691-6. Retrieved 2018-08-26.
  The book notes:
  Center for Social Justice Research, Teaching, and Service
  
  Georgetown University in Washington, DC has a founding mission for education in the service of justice and the common good. The Center for Social Justice Research was created as a concrete manifestation of that university-wide commitment. It was initiated in 2001 to promote and integrate community-based research, teaching, and service by collaborating with diverse partners and communities in the District of Columbia. The center involves students in several large community service programs from local schools and helps faculty to develop both interdisciplinary and disciplinary courses across centers and departments in the university to incorporate community-based work and service to justice.
  The center advances this work through faculty workshops, course development grants, and continued support of conferences that enable faculty to learn the pedagogy of service learning, design courses to incorporate it, and link theory to practice. The center trains col- lege students to mentor and tutor in schools throughout the city, supports a large service learning credit program, provides job development training, and serves as a base for urban research combined with service learning. The center also supports the program on justice and peace, an interdisciplinary unit offering an undergraduate minor in the emerging area of peace studies with special emphasis on developing practical solutions to problems of social inequality and injustice. The office of research in the center supports the collaboration of teachers, students, and community members and validates multiple sources of knowledge and multiple methods of discovery and dissemination of the knowledge produced.
2. Jacoby, Barbara (2003). Building Partnerships for Service Learning. San Francisco: Jossey-Bass. p. 120. ISBN 0-7879-5890-5. Retrieved 2018-08-26.
  The book notes:
  Another critical function of centers of expertise and facilitation is to involve the institution and the community in developing a vision and strategy for institutionalizing service-learning and community engagement. They build sustaining resources, follow the progress of changing campus attitudes and culture, conduct research about salient issues, and promote service-learning externally to local officials, alumni, community associations, and others. Georgetown University and the University of Minnesota represent these kinds of centers.
  Building on a long tradition of service and social justice, Georgetown University in Washington, D.C., created in 2001 a new entity, the Center for Social Justice Research, Teaching and Service. Following a strategic planning process based on listening sessions with faculty, students, staff, and community representatives, the Center fashioned its mission statement: “In order to advance justice and the common good, the Center integrates and promotes community-based research, teaching and service by collaborating with diverse partners and communities” (Center for Social Justice Research, Teaching and Service Mission Statement, October 2001). That mission will guide this center of expertise and facilitation as it strives to consolidate and develop work in its three key areas: service, curriculum, and research. The Center’s mission reflects the larger mission of the university and thus exemplifies the institutional mission benchmark.
  First, under the leadership of the director of volunteer and public service, the Center will incorporate and build on the vibrant student work of direct service and the learning it fosters in areas ranging from tutoring and mentoring to arts education to job training. Second, under the leadership of the director of curriculum and pedagogy, the Center will promote and help develop curricular offerings that incorporate community-based work and service directed toward social justice. Third, in the newest arena, under the leadership of the director of research, the Center will consolidate and advance the exciting collaborative, communitybased research projects already under way in several of the underresourced neighborhoods of Washington, D.C. These projects address the reduction of violence and crime among adolescents, the enhancement of planning and community organization, and the development of new neighborhood-based economic opportunities. Finally, it is expected that the synergy of the collaboration of the three branches of the Center will lead to service deepened by analysis, teaching grounded in experience, and research stimulated by creative service and dynamic pedagogy. While many campuses focus on student participation in direct service and faculty development for service-learning, Georgetown goes a step further by incorporating research as one of three functions in its Center. It thereby embodies the benchmark on assessment and generation of knowledge related to engagement.
There is sufficient coverage in reliable sources to allow Center for Social Justice Research, Teaching, & Service to pass Wikipedia:Notability#General notability guideline, which requires "significant coverage in reliable sources that are independent of the subject".
Cunard (talk) 08:52, 26 August 2018 (UTC)[reply]

Merge and redirect to Georgetown_University#Academics. Not enough coverage of the group beyond the two sources identified by Cunard. Too much of the coverage is primary sourcing. Fails WP:GNG. The center was founded in 2001 - you'd think there'd be more sourcing by now. There's just enough from here [[1]] to warrant a couple of lines in the main GU article. TimTempleton ^(talk) ^(cont) 00:25, 28 August 2018 (UTC)[reply]

Relisted to generate a more thorough discussion and clearer consensus.
Please add new comments below this notice. Thanks, North America¹⁰⁰⁰ 08:18, 28 August 2018 (UTC)[reply]

Merge and redirect to the University article but there is enough reliable sources coverage for its own section with at least a couple of paragraphs, regards Atlantic306 (talk) 20:36, 4 September 2018 (UTC)[reply]
Redirect or Delete. Merging to the university page 4-paragraph section on Academics is certainly WP:UNDUE. Absolutely no press coverage of this center in my news archive search. So all we have is PRIMARY and 2 hits on books that offer directory-type listings of this center's own description of its many virtues. This is not notability.E.M.Gregory (talk) 22:25, 5 September 2018 (UTC)[reply]

The above discussion is preserved as an archive of the debate. Please do not modify it. Subsequent comments should be made on the appropriate discussion page (such as the article's talk page or in a deletion review). No further edits should be made to this page.