Thursday, February 28, 2013
Concurrent Sessions I
Adult students as active citizens: Integrating Service-Learning and information Literacy in a Required College-wide Introductory Course
As support grows for integrating civic engagement into the curriculum less attention is given to adult student participation. When Mary Baldwin College changed our core curriculum for all incoming adult students that blend Service-Learning, information literacy, and introduction to college, the new class fosters critical thinking for engaged democratic participation. Workshop attendees will explore using high impact Service-Learning practices with adult students.
- Steve Grande, Executive Director, Spencer Center for Civic and Global Engagement; Marian Ward, Advisor and Regional Director, Adult Degree Program; Carol Creager, Director, Martha S. Grafton Library- Mary Baldwin College
Assessment’s Role in the Continuous Improvement of Community-Based Experiences: A Different Model
Serving as a rater during UNF’s university-wide CBTL assessment offers faculty a unique opportunity to assess student artifacts from other community-based courses and prompts meaningful discussions about learning outcomes, assignments and alignment as they consider their own community-based experiences. During this interactive workshop, participants will learn how UNF has structured their assessment process and then review student reflections, assessment results and syllabi from multiple assessments to discuss the role that design plats in student performance.
- Jason Graham, Community-Based Learning Coordinator; Debbie Reed, Assistant Professor- The University of North Florida
In an attempt to help prepare students to lead civic minded lives, Murray State University recently partnered with five united way agencies in its service region to build a network of volunteer opportunities. With the help of a social media networking company out of South Carolina, MSU and its regional partners invested in building a volunteer matching website to connect nonprofit service opportunities across 18 counties in far west Kentucky. This presentation will showcase the system and the benefits of working across county lines to share resources.
- Gina Winchester, Executive Director of Regional Outreach, Murray State University; Aaron Dail, Executive Director, United Way of Murray-Calloway County; John Kelly, Director of Marketing and Promotions, Galaxy Digital
Building Bridges: Progress and challenges in embracing inclusivity within service-learning teams
Current Service learning research involving inclusion of students with disabilities has focused on services to K-12 students and/or adults with disabilities. Less research has focused on integrated service-learning teams at the post-secondary level. Young adult university students with disabilities participated in week-long summer service-learning experiences in New Orleans with their non-disabled team peers, with the goal of team inclusivity. Analysis of data from two summers yielded key findings with implications for fostering fuller inclusion.
- Kate ZIlla, PhD., Associate Professor, National-Louis University; Karen Roth, M.A., President, Partnerships in Education; Carol Burns, M.A., Director PACE Program, National –Louis University
I.C.1 Individual Presentations
Begin by Listening: Bringing Service Learning to the Classroom in Public Relations Campaigns
Service-learning “learning by doing” may be implemented in a number of disciplines including public relations. Students majoring in public relations at Belmont University take Campaigns as their capstone course in the PR major. In this service-learning class, students work in teams of 3-7 members and collaborate to research, plan implement, and evaluate a public relations campaign on behalf of a local client organization. Students “begin by listening” to the client organization’s situation and priorities.
- Bonnie Riechert, Associate Professor & Chair, Department of Public Relations. Belmont University; Hillary Bond, Communications Coordinator, national Safe Place
Utilizing Service-Learning as an Effective Pedagogy for teaching Social Entrepreneurship
Experiential learning is integrated throughout the undergraduate social entrepreneurship curriculum. Dr. Turner was a teaching fellow for three years on a collaborative grant with Wagner College funded by The Teagle Foundation. The grant was “Learning by Doing: Assessing the Relationship between Liberal Learning and Experiential Learning.” Lessons learned as well as conclusions from the resulting case study will be presented. The data collected answered the question, “Is service-learning an effective pedagogy for teaching social entrepreneurship?”
- Dr. Bernard Turner, Belmont University
I.C.2 Individual Presentations
Bridging the Gap to Develop a Service-Minded Institution: Stories from an Institutional Self-Assessment Model for Service Engagement in Higher Education
The presenters will share aggregate data from over 20 campuses that participated in an institutional planning rubric for service engagement to guide work in and with their communities. Conference participants will learn about the development of the rubric, how campuses utilized the tool, and insights into emerging themes and what they tell us about the impact service engagement has on institutional planning in the 21st Century.
- J. R. Jamison, Associate Director; Maggie Stevens, Executive Director- Indiana Campus Compact
An examination of Faculty Responses to Civic learning and Democratic Engagement
This research reports the practices and priorities of faculty who identify as community engaged scholars in an effort to demonstrate how faculty action and student learning contribute to campus and community civic well-being. The role and influence of community partnerships are considered as well as sources of institutional support, including those related to new promotion and tenure guidelines (that explicitly recognize community engage scholarship).
- Spoma Jovanovic, Associate Professor; Kristin Moretto, Assistant Director for Service-Learning- University of North Carolina- Greensboro
I.C.3 Individual Presentations
An Innovative University-based Program Supporting Community Development Efforts of VISTA Participants: Implementation and Outcomes
Tulane University has worked with community partners to place volunteers from the AmeriCorps VISTA program with nonprofit agencies, where they develop projects for service-learning students and volunteers and engage in other efforts to build agency capacity. As intermediary grantee, Tulane organizes the program and provides training and support for participants. VISTA participants report positive outcomes for themselves and the agencies. The presenters will encourage other institutions to adopt this innovative model for strengthening communities and service-learning programs.
- Vincent Ilustre, Executive Director, Center for Public Service; Michael Pizzolatto, Program Coordinator, Center for Public Service; Barbara E. Moley, Research Affiliate, Center for Public Service- Tulane University
Making Public Service Count: Internships as a Bridge between Student Development, Academic Curricula, and Community Needs
In this presentation, the presenter will discuss how public service internships serve as exemplars of how university programs can successfully bridge academic curricula with community involvement through experiential learning. Based on the Public Service Internship Program at Tulane University, examine how internships link students’ professional development curricula and community needs while also embodying a collaborative effort between the university and the community.
- Dr. Myriam Huet, Program Manager for Internships and Adjunct Associate Faculty; Adam Beebe, Senior Program Coordinator; Sarah Berger, Senior Program Coordinator- Tulane University
I.C.4 Individual Presentations
Long Term Community partnerships: Lessons learned from Group Development Theory
Long-term community partnerships follow many of the common developmental processes found in small group theory. One aspect of small group theory addresses group stages of development and how groups move through rather predictable changes. This theoretical model can be valuable in helping partners understand the changes in their relationship. This presentation examines this theoretical model and then applies it to a case study of a 6-year university-community partnership.
- Dr. Bud Warner, Associate Professor of Human Service Studies/Faculty Fellow for Civic Engagement; Dr. Beth Warner, Associate Professor of Human Service Studies- Elon University
Embedded Service Learning: The Benefits of Staying Put
Our School of architecture has adopted as one of its pedagogical missions to not just graduate competent and creative architects but in the words of Samuel Mockbee: Citizen-Architects. This is why in 2004, three of our sophomore students designed and built a bench at a homeless shelter. The presentation will recount the remarkable tale as to how the project went on from a student-designed, affordable housing, to a $12 million project.
- Hector LaSala, Professor of Architecture and Design, University of Louisianna
I.C.5 Individual Presentations
Countercartography and Civic-Engagement in The American Autumn
Community College of Vermont Instructor, Brad Houk presents a countercartographic journey of civic-engagement into the American Autumn. It begins in Zuccotti Park, moves to the National Gathering, then joins up with the OWS-Guitarmy 99-mile march from Philadelphia to NYC. Through a series of countermaps (art maps and protest maps), a critical look at the movement is explored followed by a proposal for civic-engagement to help shape the largest democratic movement of the past half-century.
- Bradford Houk, Instructor, Community College of Vermont
Enhancing the Collegiate Experience: Special Education Teacher Candidates and Civic Engagement in an Urban Professional Development School
The changing role of the special education presents many challenges. Teacher preparation programs involve field and/or internship experiences, yet is this enough to prepare future teachers? A campus-community partnership using a professional development school model and service-learning has provided teacher candidates an opportunity to gain hands-on experience prior to internship. This presentation will share how teacher candidates worked with various partners in the community on school-based projects benefiting both students with and without disabilities.
- Deborah S. Reed, Professor in Residence, University of North Florida
Research on Service-Learning: An Introduction
This session is the first in a series of four that draws on the recently released edited volume Research on Service Learning: Conceptual Frameworks and Assessment (Clayton, Bringle, & Hatcher, Eds. 2013. Stylus). Participants in this session will pre-register and receive an advance copy of the chapter “Research on Service Learning: An Introduction” (written by the editors), which will serve as the basis for in-depth discussion. The chapter offers a conceptual model for research as the integration of theory, design, measurement, and practice; considers the relationships among research, assessment, and evaluation; and provides an overview of intentional course design for high-quality service-learning and associated research. Discussion will focus on the use of theory in research and on connections between research and practice as well as on issues identified by participants.
Participants in subsequent sessions in this series, each of which are stand-alone, are not required to have attended this session.
Co-facilitated by: Patti H. Clayton & Kathleen E. Edwards
Thursday, February 28, 2013
Concurrent Sessions II
10:45 – 12
Multimodal Composition and Social Justice: Videos as Tools of Advocacy in Social Work Pedagogy
In this interactive workshop, the presenters will describe a video assignment that was developed in an undergraduate Social Work course that asked students to profile a specific social policy and argue why that policy is important. The session will be an interactive conversation in which they will share the genesis of this project, offer practical advice on guiding students through the process, and place the project in the context of multimodal pedagogy for the purpose of social justice.
- Andrew Battista, Assistant Professor; Meredith Tetloff, Assistant Professor; Laurel Hitchcock, Assistant Professor- University of Montevallo
Striving for a Culture of Inclusive, Organic, and Appropriately Vulnerable Reflection
Framed by stories of students and faculty from the Students Engaging and Responding through Volunteer Experiences Living Learning Community (SERVE LLC) at Virginia Tech, attendees will discuss the following series of proposed “critical elements” in striving for the high quality reflection we might all desire: (1) cultivating a sense of belonging among a group; (2) encouraging and embracing a bottom-up culture of deep conversation; and (3) appropriately, vulnerably, opening ourselves to the complexity of service.
- Analise Adams, Student Intern for SERVE Living Learning Community; Ryan Brock, Resident Advisor for SERVE Living Learning Community; Jake Grohs, Associate Director for Student Engagement- Virginia Tech- VT Engage: The Community Learning Collaborative
The Meaning of Service: Making it Matter to Students
The Meaning of Service (MoS) is a discussion series intended to generate conversations about topics such as social justice, the public good, service, diversity, need, and similar issues. The Office of Community Service (OCSL) has been hosting this program since fall of 2009 at the University of Southern Mississippi for student volunteers. During the fall 2012 semester, 30 students participated in the program citing the experience as eye-opening and informative. Students particularly noted the importance of not make initial judgments but seeking to learn about the people they were serving both before and as they were serving. Presenters explain how this program has increased the quality of civic engagement program and will actually run a Meaning of Service discussion with participants
- Joshua Duplantis, Director, Center for Community and Civic Engagement; Whitney Stubbs, Graduate Assistant, The Office of Community Service Learning (OCSL)- The University of Southern Mississippi
Fostering Civic Minded Lives: Service-Learning as an Effective Pedagogical Model to Engage Students in a Liberal Arts Undergraduate Education
Three panelists explore effective ways that SL promotes specific student learning outcomes in civic engagement. Highlighting two different academic disciplines and our general studies program, we will frame the intersection of SL with disciplinary outcomes and college learning goals (knowledge, skills, and qualities of mind.) SL Program strategies promoting best practices, cross-disciplinary idea sharing, faculty collaboration, and institutional and course-centered assessment methods will be shared. Presenters will disclose multi-faceted reflection, important lessons learned, and specific challenges.
- Janice B. Blythe, PhD, Academic Divisions Chair/Professor; Ashley Cochrane, Director, Center for Excellence in Learning through Service; Deborah Martin, PhD, Associate Professor in Theatre- Berea College
No Title: Will be Sending in One
This case study example of Appalachian entrepreneurship leadership development illustrates the framework and strengths of service-learning when delivering content associated with rural community economic development efforts (adventure tourism, small business development, and social networking) over five years. The unique characteristics and social barriers stymied by antiquated beliefs and customs of the distressed counties are integrated within service learning pedagogy into a framework that may be used by others who might develop similar course.
- Peter H. Hackbert, Director of Entrepreneurship for the Public Good Program; Nassar Mostafazadeh, Studen EPG Programt; Latrice Williams, Student EPG Program; Jenna Brooks, Student EPG Program; David Kretzmann, Student- Berea College
II.C.1 Individual Presentations
One Day Service: The Path to Civically Minded Graduates or Indifferent Citizens
This presentation will center on VT Engage’s programmatic transformation with our extracurricular service projects. The trend in high education is to have students volunteer in their communities, but typically this is limited to a one day adventure. In some cases these adventures do more community harm than good and leave students feeling euphoric about ‘helping’ rather than thinking critically about their experience. The reflection is missing; the connection to the community is missing and a deeper understanding of social issues in their communities is lost. VT Engage is on a path to reverse this trend.
- Whitney Johnson, Assistant Director, Community Partnerships, Virginia Tech
The Proof is in the (Very Messy) Pudding: Challenges Measuring the Enduring Impact of Service-Learning on Civic Engagement
This presentation examines the methodological issues concerning study of a crucial question within the service-learning field, that is, the long term effects of service-learning on civic engagement. It will help attendees interested in assessing the enduring effects of service-learning better understand and overcome the challenges once encounters trying to empirically determine this relationship. Reference will be made to an alumni survey undertaken by the presenter, a sociologist examining the long term influence of undergraduate service-learning experiences.
- Fletcher Winston, Associate Professor of Sociology, Mercer University
II.C.2 Individual Presentations
Helping Students Explore Purpose and Social Responsibility: lessons from Programs for the Theological Exploration of Vocation
In 1999, the Lilly Foundation funded church-affiliated colleges and universities to implement programs on the theological exploration of vocation (PTEV). The findings from this study provide insight into the factors that influenced students’ identity, values, and future plans. For many students, service experiences led to a commitment to social responsibility and influenced future career plans. This presentation will explore the findings and lessons learned from exploring faith and vocation that institutions could use with all students.
- Kristin Moretto, Assistant Director for Service-Learning, University of North Carolina- Greensboro
Charity and Social Change Attitudes and Experiences of College Students
College students’ preferences for Charity and Social Change orientations were assessed at college entry and two years later, after they had completed a service-learning course. Considerable stability in preferences was seen for both orientations, with men and women showing differential change over time. Incorporation of a Social Change orientation into service-learning courses added to the prediction of learning outcomes, beyond that shown by other aspects of service-learning course quality. Implications for practice will be discussed.
- Barbara E. Moley, Professor Emerita, Psychology and Research Affiliate, Center for Public Service; Vincent Ilustre, Executive Director, Center for Public Service- Tulane University
II.C.3 Individual Presentations
Realigning Public Service Internships at Tulane: A Case Study in STEM
STEM education has come under the national spotlight not only as a perceived key to the country’s economic future but also as a field undergoing a concerning decline. This presentation showcases how the Public Service Internship Program at Tulane was realigned to incorporate underrepresented STEM majors, addressing a local and national education crisis while offering more opportunities for more students to fulfill credits and get involved.
- Adam Beebe, Internship Senior Program Coordinator; Myriam Huet, Internship Program Manager; Sarah Berger, Internship Senior Program Coordinator- Tulane University
“Code for America” builds Civic-Minded Lives
“Code for America” (CfA) is a non-profit, non-partisan organization that creates opportunities for civic-minded people to become engaged with their local governments. CfA self describes themselves as “A New Kind of Public Service- Helping governments work better for everyone with the people and the power of the web.” They offer a variety of programs which will be discussed, illustrating how you can tap into their resources for your service learning projects.
- Robert Allen, Professor; Dr. Laurie White, Professor; Stephen Finney, Computer Science Student- Mercer University
II.C.4 Individual Presentations
A New Venue for Girl Scouts
Not wanting to lose girl resources, the Wilderness Road Girl Scout Council elected to enter into a pilot project with an instructor at Morehead State University, to offer a Virtual Girl Scout Troop to girls in its council area. This presentation details the process by which the Virtual Girl Scout Troop became a reality- from idea to implementation.
- Donna R. Everett, Associate Professor; Deidrea Niece, Student Volunteer; Joshua Hardymon, Student Volunteer; Ally Henry, Student Volunteer- Morehead State University; Cindi Griffith, Director of Volunteer Training, Wilderness Road Girl Scout Council
Ask, Listen, Act: Murray State’s K12CONNECT Program
School districts and universities have the same goal, however finger pointing and miscommunication can often lead the quest for better education at all levels into the weeds. After experiencing meetings with superintendents and talks with university presidents and deans, the problem was clear. By taking time to sit down,, ask a question and listen, universities and districts can get to know each other better and identify opportunities for mutual benefit. This presentation will highlight the strategies used in better communication between universities and the surrounding school districts. It’s not a one size fits all answer.
- Rebecca Feldhaus, Coordinator of Regional Outreach, Murray State University
Research on Service-Learning: Students’ Civic Learning, Academic Learning, and Intercultural Competence
The second of four in a series drawing on the recently released edited volume Research on Service Learning: Conceptual Frameworks and Assessment (Clayton, Bringle, & Hatcher, Eds. 2013. Stylus), this session will focus on research related to the student outcomes of civic learning, academic learning, and intercultural competence. Participants will critique research to date in these areas, examine relevant theoretical and conceptual frameworks, and discuss implications for practice and future research.
Co-facilitated by: Julie A. Hatcher, Patti H. Clayton, & Kathleen E. Edwards
Thursday, February 28, 2013
Concurrent Sessions III
Building and Sustaining a Higher Education Service-Learning Program: The Journey of One Community College
Our college president wants a service-learning program… where do we begin? Learn the steps one community college took to design a sustainable program with a limited budget. At Cleveland State Community College, 56% of full-time faculty members have now incorporated service-learning pedagogy. Learn how we designed a program infrastructure, identified resources, wrote grants, recruited faculty, designed classes, marketed the program, developed community partnerships, and recruited students. In this interactive workshop, participants will develop strategies for implementation.
- Susan Webb-Curtis, Director of Cooperative Education and Service-Learning; Sherry Holloway, Service-Learning Coordinator- Cleveland State Community College
Engaged Learning Economies: Connecting Economic Development and Civic Engagement
By integrating economic development and civic and community engagement efforts in strategic and holistic ways, institutions and communities can create engaged learning economies that have the ability to foster positive civic and economic change. Learn about key areas of focus and take away action points that will help you align these areas on your campus and with your communities.
- Amanda Wittman, Director of Academic and Strategic Initiatives, Campus Compact
A Measure of Progress: Civic Engagement and Community Partnerships as Represented in Campus Communications and Websites
University websites and news articles: they all tell a story about community engagement. They can communicate how our campuses promote democratic engagement and can reinforce out commitment to promoting civic learning through reciprocal campus-community partnerships. Is that the story they’re telling, though? We will discuss results from s study that examined how community engagement is represented in communications from recognized community-engaged institutions. Participants will learn strategies for ensuring communications represent campus-community partnerships as mutually beneficial.
- Christy Kayser Arrazattee, Assistant Director, Center for Community Engagement, Learning, and Leadership (CCELL), Louisiana State University
From STEM to SWAG: evolution of Mentor Clemson
Creative Inquiry classes challenge students to design, develop, and take leadership and ownership of a project. This panel will discuss the work of a group of Clemson students in their development of a program to address summer-unlearning among local underprivileged youth. Mentor Clemson evolved from the initial summer camp emphasizing STEM to SWAG (Students with a Goal), a homework club, all student-run. Challenges faces and successes for the program will be covered.
- Laura Shick, Lecturer; Hannah Swoap, Student Intern; Kelsey Starr, Student Intern; Brooks Pfeifer, Student- Clemson University
Engage Ghana: A Cross Institutional Initiative
This panel will outline an innovative cross-institutional partnership between Birmingham-Southern College, Centre College, and the Bakpa Avedo Basic School in Eastern Ghana. Formed to facilitate short term cultural immersion and teach education experiences for students at the two colleges, this partnership serves as a replicable model for other schools or organizations seeking to collaborate across cultures.
- Kristin Harper, Director, Bunting Center for Engaged Study and Community Action; Dr. Louanne Jacobs, Associate Professor of Education; Dr. Sarah Murray, Associate Professor of Education- Birmingham-Southern College
III.C.1 Individual Presentations
Engaging All Learners in Service Learning: models for Teacher Education and Service-Learning
Join for an engaging session focused on service-learning models for teacher education programs. The Engaging All Learners in Service-Learning (EASL) project is a consortium of colleges and universities developing strategies for incorporating service-learning pedagogy into education coursework and civic field work. Service-Learning is a high impact practice that has the potential to engage disenfranchised learners, deepen understanding of academic content, and develop civic and leadership competencies for all ages. Workshop participants will learn about our challenges and solutions and will leave with a packet of resources, contact information for all panelists and sample college/ P-16 collaborative service projects.
- Kathy Sikes, Instructor: Amy Anderson, Instructor- Duke University
Preparing our Future Teachers for Civic Leadership: Introducing early Childhood Teaching Candidates to Service-Learning through a Field Experience Choice Assignment
This project demonstrates how pre-service teacher candidates enrolled in an introductory curriculum course in an Early Childhood Education program were given an option to participate in service-learning in their field experience. Findings from qualitative and quantitative analyses suggest that service-learning, emphasizing the reflection process, has the potential for leading students to more powerful academic learning, a higher level of achievement of course objectives and to further civic engagement.
- Nancy McBride Arrington, PhD, Assistant Professor in Department of Teaching and Learning, Georgia Southern University
III.C.2 Individual Presentations
Engaging Undergraduates with the University’s Civic Mission through a Student Scholars Program
This presentation describes a student scholars program that engages undergraduates in a year-long program blending cohort-based and individual internship experiences in public service and outreach. The program’s outcomes include enhancing students’ understanding of the university’s civic and land-grant activities as well as developing their own professional and academic skills in becoming engaged with the community’s needs.
- Paul H. Matthews, Assistant Director, University of Georgia Office of Service-Learning
The Role of University –Community Roles in Preparing Students for 21st Century Service-Learning
The purpose of this study is to continue the field’s dialogue concerning the roles of those involved in university-community partnerships. Seveal models for understanding university-community partner relationships are emerging in the literature: the power model; the taxonomic model; and the human relations model. In this presentation we will outline the basic elements of sociologist Ralph Turner’s Role Theory and then present several important implications of his work for the practice of civic engagement initiatives.
- Richard L. Conville, Professor, Communication Studies; Ann Marie Kinnell, Assistant Professor, Sociology- University of Southern Mississippi
III.C.3 Individual Presentations
Yes You Can: Integrating Service-Learning Into Music Teacher Education
This presentation presents an ongoing pilot study incorporating service-learning methodology into the pre-service music teacher curriculum through vocal pedagogy as an example of best practices that enhance preparation, transition, and socialization.
- Dr. Stephanie Tingler, Associate Professor, Hodgson School of Music, University of Georgia’ Dr. John Wayman, Assistant Professor, Director of Music Education, Young Harris College
Using Popular Culture to Enhance Student Engagement and Create Service Learning Opportunites
This presentation will focus on how students can be engaged in civics education using popular culture as a tool to make the connection. This presentation will focus on how using the wizarding world of Harry Potter and related service learning opportunities enable students (P-12 to college) to better understand our democracy and their roles as citizens.
- Kelly E. Collinsworth, Assistant Professor, Legal Studies, Morehead State University
Beyond Student-Centered: Engagement-Grounded Teaching and Learning
Service-learning is often lauded as part of higher education’s paradigmatic shift away from teacher-centered classrooms and, correspondingly, defined as a student-centered pedagogy. At the same time, service-learning framed as democratic engagement positions all participants—not only students—as co-educators, co-learners, , and co-generators of knowledge. Perhaps, then, service-learning is leading ongoing paradigm shift—into what might be called “engagement-grounded” rather than “student-centered.”
In this interactive session we will explore together the possibilities of framing teaching and learning as “engagement-grounded.” We will discuss the meaning and implications of positioning all participants as co-educators, co-learners, and co-generators of knowledge and the concrete tasks associated with bringing democratic engagement to life in the design and implementation of service-learning. The session will bring interested Gulf South Summit participants into an ongoing, multi-venue conversation contributing to emerging scholarship on democratic engagement.
Co-facilitated by: Patti H. Clayton, Tiffany Dumas (community partner), & Kathleen E. Edwards
III.E.1 GSS Book-in-Common Discussion: “Exploring Silas House’s novel Eli the Good as Touchstone to Finding One’s Passion for Service”
Presenter: Silas House
Be the first to participate in our first GSS Book-in-Common event; one we hope to continue at future conferences!
In this session, the author will facilitate a discussion of his novel Eli the Good and lead participants in reflective exercises to assist them in developing their own passion for service through the written word and other forms of art. While the novel will be the main focus, Mr. House will include several other examples of art (songs, poems, etc.) that have been influential to social justice movements.
You can order this novel through your local book store, on-line at Amazon, or borrow through your local library. Copies of his books will be available on site. However, we encourage participants in this workshop to read the text in advance.
Silas House is the nationally-known bestselling author of seven books and serves as the NEH Chair in Appalachian Studies at Berea College.
Thursday, February 28, 2013
Concurrent Sessions IV
IV.C.1 Individual Presenations
Let the Right One In: Tales of Community Buffering
One of the most fundamental tasks relating to the fieldwork for a qualitative research study lies in gaining access to participants. Issues of trust, negotiation, and power arise when community-engaged research seeks admittance to community partners. This session will present perspectives from a community engagement specialist of the process for gaining access. Best practices for researchers and community liaisons will be presented for effective practices from both parties.
- Katherine Rose Adams, PhD Candidate, The University of Georgia; Ilka McConnell, UGA Archway Professional, The University of Georgia Archway Partnership
The Community University Exchange: A Model for Authentic Partnership and Engaged Learning
A pilot at the University of Wisconsin-Madison for a new infrastructure for community-engaged learning and research based on the European-derived “Science Shop” model for democratizing campus-community partnerships, using values of mutual respect and validation of community knowledge, offers more authentic learning outcomes and community impact. The objective of the pilot was to evaluate methods that serve both the community and institutional objectives equally in a streamlined fashion. The Community University Exchange, the official name of our “Science Shop,” completed its first pilot year and conducted an evaluation. This presentation will describe the analysis how the stakeholders have found meaning in the process of building an infrastructure to help create more authentic, reciprocal and mutually beneficial campus-community partnerships. Benefits to faculty/instructional staff, students (both graduate and undergraduate), and community partners will be detailed.
- Elizabeth Tyron, Assistant Director; Ashleigh Ross, Graduate Assistant- Morgridge Center, University of Wisconsin-Madison
IV.C.2 Individual Presentations
Classification and Terminology: Placing a Physician Shadowing Program on the Spectrum of Learning and Service
This presentation will explore the pilot run of a Medical Humanities course with a physician-shadowing component for junior and senior premedical students at a large public four-year university. The discussion will consider where such a project fits on the continuum of learning and service, and weigh both the value of and the difficulties for community-engaged projects conceived with traditional models of medical education in mind, models that often challenge principles of democratic engagement.
- Dr. Casey Kayser, Visiting Assistant Professor of Composition and Service-Learning, University of Arkansas
Marking Significant Learning Endemic: Student-Generated Microbiology Mockumentaries in a Service-Learning Course
A successful health care system depends on highly competent and compassionate health care personnel with a strong background in science, who are able to effectively communicate with individuals in the community with varying health literacy and scientific knowledge. Undergraduate students in an advanced microbiology course designed a digital service learning project (mockumentaries) that were viewed by local middle school students in the Boys and Girls Club. The presenters will discuss how this project impacted learning, relative to both the mockumentary designers and the viewers.
- Brian Rash, Associate Professor; Rhoda Reddix, Service Learning Coordinator- Our Lady of Lake College
IV.C.3 Individual Presentations
Student Engagement in International Service Learning: Preparation for Continued Leadership and Involvement
In this presentation, we examine enhancing student learning about, experience with, and commitment to civic engagement through service-learning. Our international service-learning program has been active for 15+ years and involves five sites: Belize, Botswana, Croatia, The Philippines, and Trinidad and Tobago. In particular, we explore methods of involving students in democratic, participatory activities prior to, during, and after international work. Program structure equips students for continued leadership in civic activities, both locally and abroad.
- Dr. Thomas (Tom) R. Jackson, Jr., Vice President of Student Affairs; Dr. Michael Mardis, Associate Vice President for Student Affairs and Dean of Students; Ms. Pamela Davis, Director of Civic Engagement, Leadership, and Service; Dr. Kandi L. Walker, Professor; Dr. Joy L. Hart, Professor- University of Louisville
International Service Learning: Building Stronger Relationships through Language Preparation
This presentation will detail the creation of a new international service learning program to the French Island of Guadeloupe. Presenters are faculty members at the University of Cincinnati, Blue Ash College who have combined their disciplines of Sociology and French to develop a course in Contemporary Social Problems which included basic French language and cultural instructions to better prepare students for the international service experience. Students will travel to Guadeloupe during spring break 2013.
- Jody L. Ballah, Assistant Professor of French; Leslie Elrod, Associate Professor of Sociology- University of Cincinnati- Blue Ash College
IV.C.4 Individual Presentations
The P-16 Initiative: Creating pathways for active citizenship among K-12 and university students in service-learning
Connecting P-12 in-service teachers, higher education instructors and collaborative service-learning experience is the goal of P-16 Initiative at the University of Nebraska at Omaha. This session will break down the training and support provided for all partners to co-develop service learning projects and showcase initial program outcomes.
- Julie Dierberger, P-16 Coordinator; Paul Sather, Director, Service Learning Academy- University of Nebraska at Omaha
Increasing Organizational Effectiveness: helping Build Capacity in the Community
“Increasing Organizational Effectiveness: helping Build Capacity in the Community,” explains how Tulane’s Center for Public Service (CPS) is addressing capacity challenges that community partners face in New Orleans. Lacking resources and expertise, many community partners face internal issues that limit their ability to increase impact and sometimes even exist. The CPS has recognized the need to help build capacity within community partners and has created many programs and resources that support local community partners’ organizational effectiveness.
- Theodore Nathan, Senior Program Coordinator; Amanda Buberger, Assistant Director- Tulane’s Center for Public Service
Service Learning Worth It: A Case Study of Four Service Learning Practitioners’ Transformation from Chaos to Understanding
Educators learn how to incorporate service learning pedagogy in a varierty of ways. Even in the most ideal situations one has to decide if service-learning is worth the effort. The purpose of this study is to discuss the model used and to explore the opportunities and challenges encountered as participants struggled to answer questions moving through chaos to transformation which led to a greater understanding of and appreciation for service learning.
- Joan Blakey, Assistant Professor; Shirley Theriot, Director, Center for Community Service Learning; Mary Cazzell, Assistant Professor; Melanie Sattler, Associate Professor- University of Texas Arlington
Creating Civic-Minded Students through an Alternative Spring Break Program
This panel will provide an overview of a unique alternative spring break experience within America’s most poverty stricken region, the Mississippi Delta. The class, a partnership between academic and student affairs, engaged students in facilitated discussion and an experiential learning spring break featuring service, cultural, and historical activities. The panelists will present how the class and trip combined allowed students to become more civic-minded and realize that their efforts contributed to the greater good of the society.
- Courtney Allen, Assistant Coordinator in Maroon Volunteer Center; Meggan Franks, Program Coordinator in Student Leadership and Community Engagement; Cade Smith, Director of Student Leadership and Community Engagement; Heather Black, AmeriCorps VISTA in Student Leadership and Community Engagement; Jason Ward, Assistant Professor in the Department of History- Mississippi State University
Getting it together: A Tutoring Partnership that Works for College Students and the Community
Community Service can benefit all participants. When Homework Hotline, a free telephone tutoring program was overwhelmed with demand, Belmont University stepped up to meet the need. This partnership demonstrates that everyone benefits: K-12 students from all of Tennessee, Homework Hotline, Belmont University, and university students. This panel presentation will hopefully provide lessons learned and guidance when establishing a community/university partnership.
- Sammy V. Swor, Ed.D, Director, Belmont University Homework Hotline; Wendy Kurland, Executive Director, Homework Hotline; Tim Stewart, Director, Service-Learning- Belmont University
Combining Service and Work-Study: Exploring benefits for student learning, career preparation, and program delivery
Through this workshop, the presenters will explore connections between work and service, as preparation for lives where civic engagement complements productive employment. Berea College and Warren Wilson College have been recognized for their student work programs and their students’ involvement in service and service-learning. The presenters will share ways that these work colleges integrate learning through service into their work programs. Participants will also identify ways they can incorporate service into the work study programs at their own institutions.
- Cathy Kramer, Dean of Service, Warren Wilson College; Ashley Cochrane, Director, Center for Excellence in Learning through Service (CELTS), Berea College
Civic Engagement with Diversity: Talking, Teaching, and Taking Action
Democratic citizenship in a diverse society requires the ability to collaborate across differences. Yet, professors may feel unprepared to teach diversity due to lack of knowledge and skills in facilitating around difference, discomfort with potentially sensitive topics, and/or self-consciousness about their own racial/ethnic background. These sessions offers a framework for interracial transformative teaching, in which two faculty members, one white and one non-white, model and present their own experiences in teaching diversity.
- Meta Mendel-Reyes, Associate Professor of Peace and Social Justice/Divisions Chair, Berea College
Friday, March 1, 2013
Concurrent Sessions V
V.C.1 Individual Presenations
Foundations of Community Engagement Course Student Impact Sudy
Most, if not all, higher education programs pledge to develop civic-minded students through curricular and co-curricular experiences. The faculty of a foundational course designed for 135 undergraduate students in a living-learning community focused on community engagement included students’ written reflections of the course content. The reflections were studied for evidence of student impact for current and future engagement endeavors. The results of this study are presented along with the implications for informing educational programming. Replication is discussed.
- Mary L. Slade, PhD., Executive Director, VCU ASPiRE; Erin Brown, Assistant Director, Service-Learning- Virginia Commonwealth University
Launching a new curriculum: LEAD 2100- Leadership through Service-Learning
At the Gulf South Summit 2012, we helped present a pilot Service-Learning Student Facilitator program. In summer 2012, we developed the curriculum for a 12-week training course to prepare and train student facilitators. The two-semester experience includes a practicum in service-learning facilitation. This presentation will share the syllabus, readings, and assignments that now drive this course and we will report on the work of experienced facilitators still active on our campus.
- Wendy Denton, Assistant Director, Service-Learning; Veena Shankar, Graduate Student- Georgia Southern University
V.C.2 Individual Presentations
Transform the Classroom into a Civic-Learning Environment
The process of incorporating civic-learning into a current classroom structure can be overwhelming. This presentation will address how a capstone class is transformed into an authentic work environment which encourages service-learning, civic engagement, and personal growth. The presentation will also address the pedagogy used to enhance learning and the impact the class has on the surrounding community.
- Roberta R. Doggett (Bobbi), Senior Instructor, Public Relations, University of North Florida
Creating Institutional Support Structures for Graduate Students to Develop and Document Civic Engagement Skills
As future faculty, graduate students deserve formal professional development to successfully understand and carry out higher education’s engagement missions. This presentation describes the process, status, and outcomes of new initiatives at the University of Georgia intended to provide campus-wide support for graduate students interested in developing and demonstrating their civic engagement skills, including a Graduate Portfolio in Community Engagement, workshops and two new graduate courses in service-learning course design and community engagement theory and practice.
- Paul H. Matthews, Assistant Director, University of Georgia Office of Service-Learning
Sustaining Partnerships Through Participatory Design
Landscape architecture students address the process of community outreach through participatory design. The model is not to come in as detached experts, but to spark and sustain dynamic community partnerships that promote long-term intervention, growth, and engagement for the students and for community members. Participatory design encourages students of landscape architecture to learn and understand the values of civic responsibility.
- Mary Beth McCubbin, Director of External Projects, Clemson University Department of Landscapr Architecture. Also presenting Michael Kulik, Graduate Assistant; Katherine Llyod, Graduate Assistant- Clemson University Department of Landscape Architecture
Collaborating with Community for Cultivation of Civic-Minded Graduates
Service-Learning (SL) is an important means by which students actively engage with the community and is believed to be instrumental in developing civic-minded graduates. Bellarmine University Doctor of Physical Therapy Program has established SL thread within its curriculum and studentprodivision of pro bono services is the centerpiece. This panel presentation will: discuss importance of SL; describe two community-academic partnerships; share perspectives from stakeholders involved; and address challenges of outcome assessment measuring civic minded impact.
- Catherine E. “Kate” Crandell, PT DPT MDiv, Assistant Professor and Associate Director of Clinical Education, Bellarmine University; Gina Pariser, PT PhD, Associate Professor, Bellarmine University; Jacquelyn Baker, MS RN, Director of Nursing, Park DuValle Community Health Center; Kim Mapp, Director, Catholic Enrichment Center; Jacqueline Lopez, Physical Therapy Student, Bellarmine University
Snapshots of Justice: Utilizing Photo elicitation Projects to Create Understanding
A picture is truly worth a thousand words and this interactive session will provide you with the chance to capture community engagement snapshots in creative and dynamic ways. Photography provides the opportunity to view service and justice issues in ways in which we do not typically consider. Attendees will learn to sharpen their lens and how to utilize photo elicitation to capitalize upon student perspectives towards campus activities/programs, social justice, and the world. Leave this session with activities, ideas, and concrete examples to adapt and utilize at your institution, agency, and life.
- Patrick Englert, Assistant Dean of Students/Director of Student Engagement; Sarah Fromm, Director of Student Activities- Bellarmine University
How to Use Liberating Structures to Reflect on Service
Liberating Structures are simple and easy to learn microstructures that create unique spaces for full participation. They can be used to reflect, generate ideas, share knowledge, and more. In this interactive workshop, you will participate in some liberating structures while learning more about what they are, how they work, and how they could be used in your work. Resources to help participants explore liberating structures on their own will also be distributed.
- Marie Lindquist, Director of Field Service; Julianne Dunn, Assistant Director of Field Service- University of Arkansas Clinton School of Public Service
Leveraging Student Interest: Understanding Student Attitudes on Community Engagement and Contribution
How does what we know about Millennials and Emerging Adults influence the ways we engage students in civic involvement? This workshop will focus on research done at Lipscomb University on student attitudes on contribution, a term encompassing 16 different categories of civic engagement. Understanding student attitudes toward contribution should inform work in community involvement, especially when we consider engaging diverse student populations. Join in this interactive session to discuss research findings and implications for our work.
- Chris Gonzales, Assistant Professor of Psychology; Christin Shatzer, Director of Service-Learning; Rachael Marshall, Graduate Student & Research Assistant- Lipscomb University
Research on Service-Learning: Community Outcomes & Partnerships
The third of four in a series drawing on the recently released edited volume Research on Service Learning: Conceptual Frameworks and Assessment (Clayton, Bringle, & Hatcher, Eds. 2013. Stylus), this session will focus on research related to community outcomes and to partnerships that involve community members. Participants will critique research to date in these areas, examine relevant theoretical and conceptual frameworks, and discuss implications for practice and future research.
Co-facilitated by: Patti H. Clayton & Kathleen E. Edwards
Friday, March 1, 2013
Concurrent Sessions VI
“Share your story, share your gifts”- The development of community partnerships to intentionally reconnect students to their home communities
In 2012, the Luckyday Program at the University of Mississippi established a “Share your story, share your gifts” program to focus students on the importance of commitment to their home community. During this panel presentation participants will learn about the new community partnerships and how we have involved Luckyday freshmen through seniors in this effort. A particular focus of this session will be on the challenges and successes of these partnerships.
- Dr. Patrick L. Perry, Director of Luckyday Programs; Bowman Hitchens, AmeriCorps VISTA for Luckyday Programs; Addison Mickens, Luckyday Student/Coordinator of Tutoring Program- University of Mississippi
Service Learning and the Democratic English Major
Belmont University’s mission statement concludes with the clause that students should leave the university with the abilities to “engage and transform the world.” As a department, we are aware of this important university goal and English majors are required to complete at least two experiential learning courses for graduation. In this presentation, two faculty members from the Department of English will examine the effectiveness of courses where students are connected with service learning initiatives and analyze how the engagement leads students to become more democratic, civic-minded writers and thinkers.
- Amy Hodges Hamilton, Associate Professor of English; Sarah Blomeley, Assistant Professor of English- Belmont University
Community Engagement Living-Learning Programs: Build it Well and They will Come.
Few living-learning programs across the nation focus primarily on civic and community engagement. This workshop will describe the benefits and models of community engagement living-learning programs and will detail the development of VCU ASPiRE, a large scale community engagement living-learning program at Virginia Commonwealth University. Participants will exchange information about their own living-learning experiences and will receive best practice resources for implementing community engagement living-learning programs on their own campuses.
- Lynn Pelco, Associate Vice Provost for Community Engagement; Mary Slade, Executive Director, VCU ASPiRE- Virginia Commonwealth Universtiy
Not Casting Seeds into the Wind: Exploring how Partnerships Contribute to or Impede Civic-Learning and Democratic Engagement
In this interactive workshop we take up A Crucible Moment’s (2012) call to support “civic-learning and democratic engagement” by reflecting on community-university partnerships. Specifically, we consider Dostilio et al.’s (in press) orientations of reciprocity to answer, “What reciprocity orientations(s) support civic learning and democratic engagement in education?” We will use small and large group discussion, embodied exercises and online tools to answer this question and co-create strategies that support such relationship development.
- Kathleen E. Edwards, PhD Student and Instructor, University of North Carolina at Greensboro; Tiffany Dumas, Volunteer Coordinator, The Interactive Resource Center
Teaching Human Difference within Service-Learning
In this workshop, a new pedagogy for teaching human difference will be examined as it relates to preparing students to successfully address issues of diversity within a service-learning placement. A diversity infusion project was used to place service-learning in synergistic relationship with a number of additional course components, including the human difference paradigm, readings and documentaries about race, social class, social policy, and experiential learning activities. A group activity will be facilitated in this session.
- Phil Miller, Faculty; Sandra Reid, Faculty- Elon University
VI.C.1 Individual Presentations
Creating a Student-Led Campus Volunteer Center on a Shoestring Budget
The Maroon volunteer Center is student-led initiative that encourages community involvement and volunteer service. Join us on a two-year journey, as we begin with a handful of volunteers and grow into a center that engages over 3000 students in 100 volunteer projects annually, resulting in a more civic-oriented campus, a student body that is heavily engaged in the community, and a campus that is invested in efforts that make the world a better place.
- Meggan Franks, Program Coordinator, Mississippi State University
Community Curriculum and Civic Renewal: How Service-Learning engages P-16 Students and Inspires Change
The UGA Middle School Education Program is committed to engaging P-16 students in civic renewal through service-learning. Professors recognize the potential of service-learning to address community challenges, one of which is poverty. While 21% of America’s youth are impacted by issues related to poverty. Middle grades teachers will share how they integrate service-learning and issues of poverty into their curriculum as a result of their undergraduate education.
- Katherine F. Thompson, Associate Clinical Professor; Gayle Andrews, Professor- University of Georgia; Ashley Shaver, Teacher, Richards Middle School; Courtney Jackson, Teacher, South Douglas Elementary School; Tara Marshall , Teacher, Carson Middle School
VI.C.2 Individual Presentations
Servant Leadership: With Great Freedom, Comes Great Responsibility
Join us in exploring student leadership development through experiential and action-oriented student learning. Examine the Montgomery Leadership Program, an upperclassmen leadership program, which allows students to put leadership theory into practice through community engagement. Teach students to increase their social responsibility, competency levels and leadership through graduated service-learning challenges over three semesters. This presentation will review important steps about how to implement a similar program. Let’s engage students to take charge of their world!
- Carmen Wilder, Assistant Director, Mississippi State University
Developing a sense of Place and Citizenship Through a Co-curricular Service Learning Program
The service-learning program highlighted during this presentation is designed to create a sense of place for 60 students, while carefully integrating experiences to emphasize an asset-based approach to community engagement. The program integrates elements of alternative breakouts, cultural immersions, and reflective retreats to challenge students on their ideas of being a good citizen. Information will be shared about the development and implementation, including the learning objectives, service-learning activities, and student leader development course.
- Kelly Bohrer, Coordinator of Community Outreach, University of Dayton
VI.C.3 Individual Presentations
Restorative Practices and reshaping the Millennials: A Service-Learning Project
Sharing efficient and effective measures of addressing conflict using democratic principles among millennials, within Texas Middle Schools is the primary aim of this presentation. Utilizing action research, the implantation process of restorative practices as a service learning initiative will be highlighted showing the successes and challenges. The outcome of empowering the youth, our future leaders, with the requisite skills to deal with conflict in a democratic manner was achieved.
- Sharmaine Tapper, Doctoral Student; Oko Elechi, Associate Professor- Prairie View A&M University
Evaluating the Service-Learning Process and Product in the Undergraduate Curriculum—A Community Perspective
Community partners are a critical component of service-learning. Join for a discussion of a research study that evaluates the effectiveness of both the service-learning process and product from community partners’ perspectives. The study and discussion expands the evaluation of service-learning in the classroom to include vital feedback from nonprofit community partners who work with undergraduate courses within three colleges at one mid-sized public University.
- Dr. Amy Hawkins Pitchford, Assistant Professor of Public Relations, College of Fine Arts and Communication; Hunter Phillips Goodman, Student Interdisciplinary PhD in Leadership- University of Central Arkansas
Research on Service-Learning: Faculty Learning
The fourth of four in a series drawing on the recently released edited volume Research on Service Learning: Conceptual Frameworks and Assessment (Clayton, Bringle, & Hatcher, Eds. 2013. Stylus), this session will focus on research related to faculty learning in service-learning. Participants will critique research to date in these areas, examine relevant theoretical and conceptual frameworks, and discuss implications for practice and future research.
Facilitated by: Patti H. Clayton