Community Partner Guide to Campus Collaborations: Becoming a Co-Educator in Civic Engagement Everything You Wanted to Know About Faculty But Were Afraid to Ask Christine M. Cress, Ph. D. Portland State University cressc@pdx. edu © 2013
Portland State University Graduate Certificate in Service-Learning and Community. Based Learning Australia Ireland Japan Saudi Arabia India
Becoming A Co-Educator 1. Colluding with the Ivory Tower: Pitfalls, Possibilities, and Promising Connections 2. Forms of Engagement, Service, and Learning 3. Initiating Collaborations and Dealing with Faculty 4. Managing Students and Facilitating Learning and Serving 5. Assessing Impact and Change
Community-Campus Collaboration Experience
Colluding with the Ivory Tower: Pitfalls and Possibilities n n n RUN Run FAST RUN VERY FAST!
Pitfalls n n n Student comment: “You mean we only have to serve dinner to those homeless guys and we can skip the final exam? Excellent!” Student reflection: “If the parents just got involved with their kids’ education we wouldn’t have to be here. ” Community partner message: “Could you please discuss with your class why the term ‘orientals’ is not appropriate. ” Department chair: “We’re an academic department not a social service. ” Local Village: “Next time you come, please bring us a laptop computer. ”
Pitfalls n n n n Students who refuse to work with Boy Scouts, HIV/AIDS hospice, League of Women Voters Ignorant, Prejudice, and Stereotypical Remarks Students who don’t show up. Students who show up in midriff t-shirts, shorts, and flip flops. Inappropriate actions, behaviors, and judgments Community funding that ends Clients that don’t cooperate Faculty who are concerned with tenure and promotion
Civic Engagement Challenges n Instructors: ¡ ¡ n Students: ¡ ¡ n I don’t know how to do it I won’t get promoted It was fun I hated my group Community Partner: ¡ ¡ The students were self-righteous I felt used by the college
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Civic Engagement: Possibilities and Promising Connections Civic engagement increases student access and success n n H. S. Student: “Service-learning motivates me to keep going. I now see how education can benefit me and my community. ” College Student: “I applied my chemistry skills to water quality problems. I can use this knowledge anywhere in the world. ”
Civic Engagement: Possibilities and Promising Connections Students civic engagement positively impacts communities and engages faculty n. Faculty: “I increased my discipline knowledge, community research interests, and teaching strategies. ” n. Community Partner: “Students provided us with renewed energy and a fresh look at our organization to improve our structure, service delivery, and evaluative process. ”
Civic Engagement: Definitions Civic Engagement: Reciprocal community-campus collaborations enhance students’ understanding of and participation in civic life. n n n Community-based learning Civic education Community service Community-based research Service-learning
SFCC Definition Service-Learning is a method of teaching and learning that engages students in meaningful service to their community through careful integration of academic instruction. Service. Learning gives students an opportunity to use knowledge gained in the classroom to address needs in the neighborhood.
Forms of Engagement, Service, and Learning n n n What kinds of Community-Campus Collaborations Occur at Your Organization? What does it mean to you to be a Co. Educator? What does it mean to you to have a Reciprocal Relationship?
Successful Service-Learning n Connects academic learning with community needs ¡ n Builds college and community relationships for long-term reciprocity and growth ¡ n English: literacy and grammar instruction for refugee center and GED completion program Develops student skills, knowledge, and attitudes ¡ n Geography: Assets mapping project in low-income neighborhood and microfinance revitalization project Biology: Middle-school STEM center and organization of family science nights Creates future civically engaged citizens ¡ 75 -99% report intentions for future community involvement and deepened civic responsibility.
Civic Engagement: A Promising Economic Connection n U. S. Census Current Population Supplement: States and localities with more civic engagement had lower levels of unemployment between 2006 and 2010. (National Conference on Citizenship, CIRCLE, Civic Enterprises, the Saguaro Seminar, and the National Constitution Center. (2011). Civic health and unemployment: Can engagement strengthen the economy? http: //www. ncoc. net/unemployment) n National Conference on Citizenship: Positive neighborhood interactions garner community problem-solving, small business investment, and consumer spending. (National Conference on Citizenship. (September 2012). Civic health and unemployment II: The case builds. http: //www. ncoc. net/unemployment 2) n California Campus Compact: Campus-Community partnerships foster economic, educational, and social vitality through micro-finance and social entrepreneurship. (Plaut, J. , Cress, C. M. , Ikeda, E. , & Mc. Ginley, P. (2013). Partnering in Tough Times: Service-Learning for Economic Vitality. California Campus Compact.
Civic Engagement: A Promising Educational and Economic Connection Oregon (annually) • 1% increase in high school to postsecondary education = $1. 6 billion 2010) (Talent Dividend Metrics: A Progress Report, Cortright, J. Impresa Consulting, April
Civic Engagement What’s the research evidence?
http: //www. compact. org/ resources-for-presidents/
Civic Engagement: Research Evidence— K-12 Education n Increased Attendance Rates and decreased Suspensions (Laird & Black, 2002; Ohlson, 2009) n Improved Grade Point Averages and Academic Engagement (Billig, 2007; Kraft, 2003) n Enhanced Sense of Self (Mc. Guire, 2006) n Enhanced Social Consciousness (Furco, 2002; Lakin, 2006)
Civic Engagement: Research Evidence— K-12 Education California Campus Compact -to-College Initiative n n n Youth 90% of mentors earn college degree 90% of mentees better understand how a college degree can help their future 75% of mentees better understand which classes will best prepare them for college 79% African American & 2/3 of American Indian and Hispanic youth Strongly Agreed
Civic Engagement: Research Evidence— K-12 Education n Greater impact on lower-income, ethnic minority, and at-risk youth (Cress, Stokamer, & Drummond Hays, 2010; Melchior & Bailis, 1999; Scales, 2005) n “Civic engagement is one way to insure that no child is left behind. ”(Gent, 2007)
Civic Engagement: Research Evidence— Higher Education n Critical thinking (Bowden & Marten, 1998; Cress, 2003; Pascarella & Terenzini , 2005) n Academic Engagement, Retention, & Graduation (Astin, 1996; Astin & Sax, 1996; Bringle & Hatcher, 2010; Gallini & Moely, 2003; Kielsmeier, 2009; Prentice & Robinson, 2010; MC 3 -- The Midwest Campus Compact Citizen-Scholar, 2010; Vogelgesang, Ikeda, Gilmartin, and Keup, 2002) n Identify as future agents of positive community change (Battistoni, 1997; Cress, Yamashita, Duarte, & Burns, 2010; Colby, Ehrlich, Beaumont, & Stephens, 2003, Eyler & Giles, 1994; Moely, Mc. Farland, Miron, Mercer, & Ilustre, 2002; Gallini & Moely, 2003) n Enhanced leadership skills (Cress, Astin, Zimmerman-Oster, and Burkhardt, 2001; Moely et al. , 2002).
Civic Engagement: Research Evidence Summary n n n n n Academic Content Critical Thinking Writing Verbal Communication Mathematics Problem-Solving Leadership Interpersonal Skills Cultural Competence Civic Dispositions • Retention • Degree Aspirations • H. S. Graduation • College Enrollment • College Degree • Future Engagement • Faculty Research • Community Improvement
Creating Community-Campus Collaborations n n Campus Support Resources Dealing with Faculty Managing Students Facilitating Learning
Campus Resources n n n n Volunteer Center; Civic Engagement Center Associated Students Activities; Clubs Center for Teaching and Learning Alumni Association/Center Foundation/Development Center Academic Department; Department Chair Individual Faculty Community Advisory Boards
Understanding Faculty Life n n Research/Tenure: publish or perish (assist, assoc, full vs. fixed term) Teaching: heavy loads, technology Service: campus committees, student advising, pro bono lectures, advisory boards Culture of competition, competitiveness, egos
Co-Constructing Service-Learning n n n Communicate Co-Education: role, expertise Clarify Expectations, Timelines, Tasks Create Learning Objectives and Goals Craft Readings, Research, Assignments, Activities, Assessment Compare Experiences for Improvement
Writing Service-Learning Objectives (Bloom’s Taxonomy) n Knowledge Level (verbs & behaviors) ¡ n Comprehension Level ¡ n Examine, compare/contrast, infer, formulate Synthesis Level ¡ n Apply, demonstrate, model, practice, solve Analysis Level ¡ n Summarize, describe, explain, show, restate Application Level ¡ n List, identify, name, find, label, recall, record Create, design, organize, build, produce Evaluation Level ¡ Argue, critique, defend, validate, recommend
Writing Service-Learning Objectives (Bloom’s Taxonomy) n n n Identify and describe the needs of the community population (Knowledge) Explain the role of the community organization in addressing needs (Comprehension) Model professional learning behavior to youth/clients (Application) Analyze economic, political, and social factors contributing to the challenges (Analysis/Synthesis) Recommend leverage points for creating systemic change on the organizational and community levels (Evaluation)
More Collaboration Ideas n What Do You Do? n What Strategies Work for You?
Facilitating Learning Transformational Learning is an epistemological change, rather than merely a change in behavior or increase in the quantity of knowledge. (Kegan, 2000)
Service-Learning as Transformational Learning: The process of using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action. (Mezirow, 1996) n n “Homelessness is due to the fact that people are lazy or crazy or both. ” “While individual choices can be factors in homelessness, I now better understand the interplay of economic and social/cultural issues and how they can impact people’s lives. We must work with our city leaders to inform them about these issues too. ”
Transformational Learning Transformations in Habits of Mind: Epochal—sudden, dramatic, reorienting insight and reframing of perspective(s) Incremental—progressive series of shifts in view that culminates in a transformation
Learning as Transformational Discuss a student or client in whom you witnessed transformational learning? What happened? How? What was your role? Epochal—sudden, dramatic, reorienting insight and reframing of perspective Incremental—progressive series of shifts in view that culminate in a transformation
Facilitating Learning: -Educating n n n Co Provide Guidance, Instruction, Feedback Role Model Interactions and Behavior Ask Reflective and Provocative Questions Inquire About Academic Connections Solicit Recommendations and Ideas
Brain Research n n n Myth: Adults want to grow & develop Reality: Individuals don’t want to change Research: Brain structures are cognitively efficient reinforcing self and world views
Cultural Incompetence n n Ethnocentrism: the tendency to view people unconsciously by using our own group and our own customs as the standard for all judgments. Assumption of Similarity ¡ ¡ ¡ Acknowledge superficial behavioral differences (dress, language, food) Denial of values and meaning difference Unconscious sense of self and cultural norms
Implicit Associations n Conscious-unconscious divergence ¡ ¡ n Implicit social cognition ¡ n People don’t always speak their minds People don’t always know their minds Preferences: racial, ethnic, gender, age www. implicit. harvard. edu ¡ Multicultural v. Unicultural
Cultural Intelligence Test n n n n n Think of a number Double it Add 8 Divide by 2 Subtract your original number Determine which letter of the alphabet your number relates to: A=1, B=2, C=3, D=4, E=5… Think of a Country that begins with your letter Think of an Animal that begins with the Last letter of your Country Think of a Color that begins with the last letter of your animal What’s your Color?
![Intercultural Competence n The critical element in the expansion of intercultural [competence] is not](https://present5.com/presentation/0c53588a76cbcd6ddefb4759eedec215/image-45.jpg "Intercultural Competence n The critical element in the expansion of intercultural [competence] is not")
Intercultural Competence n The critical element in the expansion of intercultural [competence] is not the fullness with which one knows each culture, but the degree to which the process of cross-cultural learning, communication, and human relations has been mastered (Hoopes, 1981) n Key: Empathy, Suspension of Judgment, and Emotional Intelligence
Development of Intercultural Sensitivity Experience of Difference Denial Defense Minimization Acceptance Adaptation Integration ETHNOCENTRIC STAGES ETHNORELATIVE STAGES (Bennett & Bennett, 2004)
Inter. Cultural Competence n n Golden Rule: Do unto others as you would have them do unto you. Versus Platinum Rule: Do unto others as they themselves would have done unto them. (Bennett & Bennett, 2004)
Co-Constructing Service-Learning n n n Communicate Co-Education: role, expertise Clarify Expectations, Timelines, Tasks Create Learning Objectives and Goals Craft Readings, Research, Assignments, Activities, Assessment Compare Experiences for Improvement
Assessing Impact & Change
Assessing Impact & Change A. B. C. Did our efforts make a difference? Why did our efforts make a difference? How can we make a bigger difference?
Did our efforts make a difference? A. – – Quantitative • Hours, Clients, Funds/Grants, Homes, Reading Levels, Water Wells, GPA, Retention, Degrees… Qualitative • Lives changed/transformed—students, instructors, community partners, families, neighborhoods… – – – Academic Knowledge; Writing; Communication Degree Aspirations; Career Aspirations Leadership Capacity; Future Civic Motivation [OUTCOMES]
B. Why did our efforts make a difference? – – – – Pedagogical strategies Epistemological processing Organizational analyses External Stakeholders Political, Social, Cultural, Economic, Ethnic, Religious issues (students & community) Geographic contexts Academic and theoretical frames [UNIT OF ANALYSIS, METHODOLOGY]
C. How can we make a bigger difference? – – – – Teaching/Learning Implications Structural/Logistic Supports Organizational Processes and Policies Intercultural/Communication Competence Implode Grand Narratives and Paradigmatic Assumptions: Deconstruct to Reconstruct Build Campus and Community Capacity Reciprocal and Collective Transformation [IMPLICATIONS, LEVERAGING CHANGE, BUILDING CAPACITY]
Evidence of Effectiveness n n LASSIE Report: ¡ 7 courses; 186 students; 2, 345 hours; $42, 250 Legislative Letter: ¡ Three-fourths (76%) of high school students now aspire to earn a college degree Dean/Vice President: ¡ 93% of College Students of Color understand how to use academic knowledge and skills to improve the community Grant Funder: ¡ Community Partner: “Students’ math and science knowledge were critical factors at the city council presentation which resulted in securing the land for the neighborhood garden site. ”
Your Engaged Scholarship 1. 2. 3. Do your efforts make a difference? Why do your efforts make a difference? How can you make a bigger difference? • What is your EVIDENCE?
Assessment for Learning and Impact n n n Tell a Story: People (Qualitative) Substantiate the Situation: Numbers (Quantitative) Suggest a Remedy: Service-Learning for Academic Solutions (Impact) Solicit Support: Resources ($, @) At the food bank, I met a mother with her 2 kids who works at Walmart 32 hrs/wk. I had no idea that 36% of those who received emergency food in Oregon last year were children. One-third of the hungry are kids! In class, we read about the economic factors that impact food distribution. But this experience has made real the concept of supply and demand who is left with-out. It has confirmed my interest in doublemajoring in urban planning and sociology. Now if I can just afford the tuition!
Data--Evidence n n 1. 2. 3. What Data do you already have? What Data do you want to gather? Did your efforts make a difference? Why did your efforts make a difference? How can you make a bigger difference?
Methodological Framework (Gelmon, Holland, Driscoll, Spring, & Kerrigan) n What do we want to know? ¡ n How will we know it? ¡ n Core Concepts Measurable or observable indicators How will we gather the evidence to demonstrate what we know? ¡ Methods, Sources, Timing
Assessment Matrix Concept Indicator Method I. 1. 2. A. B. II. 1. 2. A. B. Gelmon, S. B. , Holland, B. A. , Driscoll, A. , Spring , A. , & Kerrigan , S. (2001). Assessing Service -Learning and Civic Engagement. Boston: Campus Compact.
Student Example n Did students improve their civic leadership skills? ¡ ¡ ¡ Concept: leadership; civic leadership Indicators: knowledge of leadership concepts/skills; ability to identify characteristics of individual and group facilitation strategies; products as evidence of leadership success Methods: survey, interviews, focus groups, observations in class/community
Community Example n What is the civic engagement impact on community partners? ¡ ¡ ¡ Concepts: capacity to fulfill mission, economic impacts Indicators: # of clients, impact on resource/funding utilization, staff changes, program insights Methods: focus groups, interviews, document reviews, survey
Methodological Framework (Gelmon, Holland, Driscoll, Spring, & Kerrigan) n What do we want to know? ¡ n How will we know it? ¡ n Core Concepts Measurable or observable indicators How will we gather the evidence to demonstrate what we know? ¡ Methods, Sources, Timing
Assessment Matrix Concept Indicator Method I. 1. 2. A. B. II. 1. 2. A. B. Gelmon, S. B. , Holland, B. A. , Driscoll, A. , Spring , A. , & Kerrigan , S. (2001). Assessing Service -Learning and Civic Engagement. Boston: Campus Compact.
Assessment Plan Goal Concept Indicator Method I. II. 1. 2. A. B. Analysis Existing Data Report
Results: Leadership Development n Personal Goal U. S. Become a Community Leader 37 n Intl 34 Self Ratings Leadership Ability 57 71* Develop Leadership in Others 45 66* *statistically significant (p<. 01)
Leadership Development Summary n n n Good News (Development): International students report significantly increased leadership abilities including the desire and skills to help others develop leadership. Bad News: However, only about 1/3 of International and US students desire to become a community leader. Recommendations (Action): Investigate student definitions of community leader and make this a more intentional service-learning goal. (Resources needed)
Question Examples (poor ones) n I am generally satisfied with the diversity on my campus. n The experience enhanced my civic capacity skills. n I felt the service-learning was meaningful.
Disseminate—Publish, Post, or Perish Journals n Conferences n Newsletters n Newspapers n Blogs and Websites Legislative letters and testimony n Reports n Community Forums n Electronic Media n Policy Papers Curricular & Syllabus Integration n
Journals and Conferences n n n n Journal of Community Engagement and Higher Education Journal of Student Affairs Research and Practice Advances in Service-Learning Research (International Association for Research on Service-Learning and Community Engagement) Journal of Higher Education Outreach and Engagement Michigan Journal of Community Service Learning Journal of Community Engagement and Scholarship American Association of Colleges & Universities Community-Campus Partnerships for Health's Community -Engaged Scholarship Toolkit: http: //depts. washington. edu/ccph/toolkitportexamples. html
Assessing Impact Methodological Framework • • What do You want to know? Core Concepts (define with campus, students, clients, funders) How will You know it? Indicators of Impact (consider conditions, cultures, contexts, characteristics across and within categories) How will You gather and analyze evidence? – Methodological Design (theoretically sound, link data) How will You disseminate insights for Improvement? Leveraging Change and Capacity Building, Transformation
Thank You
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