Presentation for the Council of Public Liberal Arts Colleges 2015 Annual Meeting

1. By
Dr.
Mitzi
E.
Lewis
for
the
Council
of
Public
Liberal
Arts
Colleges
2015
Annual
MeeAng
Civic
engagement
&
student
learning:
Forging
local
community
partnerships
with
realisAc
expectaAons

2. Available
online
PresentaAon:
hJp://bit.ly/coplac15
OR
à
Contact
info:
Email:
mitzi.lewis@mwsu.edu
TwiJer:
@mitzilewis

3. Today’s
presentaAon:
Public
Places,
Digital
Spaces
• Begin
with
context/research
• Follow
with
examples
of
“student
civic
engagement…in
and
about
local
community,
and
how
this
work
can
be
integrated
into
the
curriculum”
(COPLAC,
2015)
Source:
Council
of
Public
Liberal
Arts
Colleges.
(2015).
“Public
Places,
Digital
Spaces:
Place-­‐
Based
and
Technology-­‐Enhanced
Learning
at
Public
Liberal
Arts
Colleges
Call
for
Proposals.”
hJps://docs.google.com/document/d/
1IguQxLBuceagbWZreCp7D3Re9DTXD_AquWVgR2AQOV4/

4. What
does
civic
learning
and
engagement
include?
• curricular
components
• service
learning
• community
partnerships
• internships
• community-­‐based
undergraduate
research
Source:
Council
of
Public
Liberal
Arts
Colleges.
(2015).
“COPLAC
Civic
Learning
and
Engagement
Project.”
hJp://www.coplac.org/publicaAons/arAcles/?arAcle=2027

5. Why
civic
engagement?
“A
socially
cohesive
and
economically
vibrant
US
democracy
and
a
viable,
just
global
community
require
informed,
engaged,
open-­‐
minded,
and
socially
responsible
people
commiJed
to
the
common
good
and
pracAced
in
“doing”
democracy.”
(pp.
13-­‐14)
Source:
NaAonal
Task
Force
on
Civic
Learning
and
DemocraAc
Engagement.
(2012).
“A
crucible
moment:
College
learning
and
democracy’s
future.”
hJps://www.aacu.org/sites/default/files/files/crucible/Crucible_508F.pdf
a national call to action
A CRUCIBLE
MOMENTW
CollegeLearning&Democracy’sFuture
F f
The National Task Force on Civic Learning and Democratic Engagement

6. Why
civic
engagement?
To
“empower
students
as
informed
and
engaged
ciAzens
of
the
new
century.”
a national call to action
A CRUCIBLE
MOMENTW
CollegeLearning&Democracy’sFuture
F f
The National Task Force on Civic Learning and Democratic Engagement
Source:
Council
of
Public
Liberal
Arts
Colleges.
(2015).
“COPLAC
civic
learning
and
engagement
project.”
hJp://www.coplac.org/publicaAons/arAcles/?arAcle=2027

7. Source:
Associates,
Hart
Research.
(2013).
It
Takes
More
Than
a
Major
Employer
PrioriAes
for
College
Learning
and
Student
Success.
Liberal
Educa-on,
99(2),
22-­‐29..
via
Malachowski,
M.
“ConnecAng
undergraduate
research
to
other
high
impact
pracAces.”
PresentaAon
for
Midwestern
State
University,
April
29,
2015.
Civic
engagement
can
help
students
gain
skills
employers
want
Employers
say
the
most
emphasis
should
be
placed
on:
² criAcal
thinking
and
analyAcal
reasoning
² complex
problem
solving
and
analysis
² wriJen
and
oral
communicaAon
² the
applicaAon
of
knowledge
and
skills
in
real-­‐world
senngs
² the
locaAon,
organizaAon,
and
evaluaAon
of
informaAon
from
mulAple
sources
² innovaAon
and
creaAvity

8. Why
civic
engagement?
• Good
for
students
• Good
for
the
community

9. Civic
engagement
is
good
for
students
“Engaged
forms
of
learning
yield
more
educaAonal
effecAveness
(transformaAonal
experiences)
² NaAonal
Survey
of
Student
Engagement
² Student
Success
in
College:
Crea-ng
Condi-ons
that
Ma:er
(2005,
Jossey-­‐Bass
&
AAHE)
² Greater
Expecta-ons:
A
New
Vision
for
Learning
as
a
Na-on
goes
to
College
(2002,
AAC&U)
² College
Learning
for
the
New
Global
Century
(2007,
AAC&U)
² Others
(e.g.,
NSF,
NRC,
PKAL,
HHMI,
Carnegie,
Kuh
et
al.,
Barr
&
Tagg,
Guskin,
AsAn,
Pascarella,
etc.)”
Source:
Malachowski,
M.
“ConnecAng
Undergraduate
Research
to
other
high
impact
pracAces.”
PresentaAon
for
Midwestern
State
University,
April
29,
2015.

10. Civic
engagement
is
good
for
students
“Frequent
results
of
the
effecAve
interplay
of
service
and
learning
are
that
parAcipants:
² Develop
a
habit
of
criAcal
reflecAon
on
their
experiences,
enabling
them
to
learn
more
throughout
life,
² Are
more
curious
and
moAvated
to
learn,…
² Strengthen
their
ethic
of
social
and
civic
response,…
² Understand
problems
in
a
more
complex
way
and
can
imagine
alternaAve
soluAons,…
² Learn
how
to
work
more
collaboraAvely
with
other
people
on
real
problems,
² Realize
that
their
lives
make
a
difference.”
(pp.
2-­‐3)
Source:
HonneJ,
E.
P.,
&
Poulsen,
S.
J.
(1989).
“Principals
of
good
pracAce
for
combining
service
and
learning.”
Guides.
Paper
27.
hJp://digitalcommons.unomaha.edu/slceguides/27

11. ÿ
ÿ
ÿ
ÿ
ÿ
ÿ
ÿ
ÿ
ÿ
ÿ
ÿ
ÿ
ÿ
ÿ
ÿ
ÿ
ÿ
ÿ
ÿ
ÿ
ÿ
Kuh,
G.
D.
(2008).
High-­‐
impact
educa-onal
prac-ces:
What
they
are,
who
has
access
to
them,
and
why
they
ma:er.
AssociaAon
of
American
Colleges
and
UniversiAes.

12. Source:
Kuh,
G.
D.
(2008).
High-­‐impact
educa-onal
prac-ces:
What
they
are,
who
has
access
to
them,
and
why
they
ma:er.
AssociaAon
of
American
Colleges
and
UniversiAes.

13. Service
learning
Source:
Kuh,
G.
D.
(2008).
High-­‐impact
educa-onal
prac-ces:
What
they
are,
who
has
access
to
them,
and
why
they
ma:er.
AssociaAon
of
American
Colleges
and
UniversiAes.

14. Service
learning
Source:
Kuh,
G.
D.
(2008).
High-­‐impact
educa-onal
prac-ces:
What
they
are,
who
has
access
to
them,
and
why
they
ma:er.
AssociaAon
of
American
Colleges
and
UniversiAes.

15. Service
learning
is
good
for
the
community
“Reconnect[s]
universiAes
with
communiAes”
“Has
a
posiAve
impact
on
students’
intenAons
to
parAcipate
in
community
service”
Source:
McCarthy,
A.
M.,
&
Tucker,
M.
L.
(2002).
Encouraging
community
service
through
service
learning.
Journal
of
Management
Educa-on,
26(6),
629-­‐647.

16. Service
learning
is
good
for
the
community
“Bring[s]
fresh,
outsider
perspecAves
and
new
ideas
to
the
organizaAon.”
“Fill[s]
volunteer
slots
needed
to
keep
programs
running”
“Increase[s]
the
number
of
people
organizaAons
can
serve
and
enhance
the
quality
of
services”
“Free[s]
up
organizaAonal
resources
to
be
used
in
any
number
of
producAve
ways.”
“ParAcularly
important
for
small
non-­‐profit
organizaAons
with
small
budgets
or
unsteady
funding
streams”
(p.
125
&
126)
Source:
Blouin,
D.
D.,
&
Perry,
E.
M.
(2009).
Whom
does
service
learning
really
serve?
Community-­‐based
organizaAons'
perspecAves
on
service
learning.
Teaching
Sociology,
37(2),
120-­‐135.

17. Service
learning
is
good
for
the
community
“Some
students
conAnue
their
service
to
the
organizaAon
beyond
the
course
requirements
as
regular
volunteers,
interns
or
staff.”
“In
some
cases,
students
assist
in
recruitment
by
encouraging
other
students
to
volunteer.”
“Service
learners
may
also
become
organizaAonal
advocates
who
educate
others
about
the
mission
of
the
organizaAon,
enhance
public
awareness
about
related
social
issues
and
generally
increase
publicity
about
the
organizaAon.”
(p.
126)
Source:
Blouin,
D.
D.,
&
Perry,
E.
M.
(2009).
Whom
does
service
learning
really
serve?
Community-­‐based
organizaAons'
perspecAves
on
service
learning.
Teaching
Sociology,
37(2),
120-­‐135.

18. Service
learning
is
good
for
the
community
“[Can
help]
bridge
the
‘town-­‐gown
divide.”
“Can
provide
organizaAons
access
to
university
resources
(e.g.,
technical
experAse,
connecAons
to
faculty
with
shared
research/occupaAonal
interests)
and
open
the
door
to
other
types
of
beneficial
collaboraAons.”
(p.
126)
Source:
Blouin,
D.
D.,
&
Perry,
E.
M.
(2009).
Whom
does
service
learning
really
serve?
Community-­‐based
organizaAons'
perspecAves
on
service
learning.
Teaching
Sociology,
37(2),
120-­‐135.

19. Community
reported
obstacles
to
successful
service
learning
Source:
Blouin,
D.
D.,
&
Perry,
E.
M.
(2009).
Whom
does
service
learning
really
serve?
Community-­‐based
organizaAons'
perspecAves
on
service
learning.
Teaching
Sociology,
37(2),
120-­‐135.
• Student
conduct
and
commitment
• Course—community
organizaAon
fit
• CommunicaAon

20. Strongest
faculty-­‐reported
deterrents
from
using
service
learning
Source:
Abes,
E.,
Jackson,
G.,
&
Jones,
S.
(2002).
Factors
that
moAvate
and
deter
faculty
use
of
service-­‐learning.
Michigan
Journal
of
Community
Service
Learning,
9(1),
5-­‐17.
• “anAcipate
having
logisAcal
problems
coordinaAng
the
community
service
aspect
of
the
course”
• “do
not
know
how
to
use
service-­‐learning
effecAvely”
• “is
not
relevant
to
the
courses
I
teach”
• “have
not
been
given
or
do
not
anAcipate
being
given
release
Ame
to
develop
a
service-­‐learning
course”
(p.
12)

21. • Planning
• ImplementaAon
• Final
reflecAon
and
celebraAon
ConsideraAons
for
successful
service
learning

22. • Start
early
Planning

23. “Weeks
of
programming
can
save
you
hours
of
planning.”
—Anonymous
Planning

24. “If
I
had
six
hours
to
chop
down
a
tree,
I'd
spend
the
first
four
hours
sharpening
the
axe.”
—Unknown
Planning

25. • Start
early
• Start
slow/small
• See
if
your
university
offers
release
Ame,
funding
support,
or
other
logisAcal
support
• Find
other
faculty
(in
your
field
and
in
other
fields)
who
have
used
service
learning
and
ask
them
what
worked
well
and
what
they
would
do
differently;
if
you
have
a
hard
Ame
finding
them,
check
out
the
COPLAC
service
learning
webpage:
hJp://www.coplac.org/resources/service-­‐
learning.php
• IdenAfy
appropriate
course
(where
learning
outcomes
could
be
supported)
• Choose
an
organizaAon/project
that
aligns
with/supports
your
learning
outcomes;
office(s)
on
campus
that
work
with
the
community
may
be
able
to
help
with
this
Planning

26. • Involve
community
organizaAon/partner
in
planning
• Together,
idenAfy
needs,
realisAc
goals,
benefits
for
campus/students
and
for
community
organizaAon
• Underpromise
and
overdeliver
with
community
partners;
discuss
with
them
up
front
that
there
will
be
learning
opportuniAes
• Expect
mistakes
learning
opportuniAes;
use
them
as
teachable
moments
• Follow-­‐up
in-­‐person
discussions
with
wriJen
communicaAon
to
reinforce
shared
understanding
and
correct
any
misunderstandings
Planning

27. • Explain
to
students
why
service/community-­‐
based
learning
is
useful
to
them
(why
it
is
a
valuable
instrucAonal
tool)
• Communicate
goals
and
expectaAons
clearly
to
students
up
front
and
reinforce
throughout
the
semester
• Encourage
ownership
by
involving
students
in
senng
these
to
the
extent
possible
• Connect
students
with
organizaAon
and
its
people
ImplementaAon

28. • ConAnue
to
follow-­‐up
in-­‐person
discussions
with
wriJen
communicaAon
to
reinforce
shared
understanding
and
correct
any
misunderstandings
• Incorporate
project
submission
in
parts
as
the
semester
progresses
(instead
of
one
big
submission
at
the
end)
• Provide
both
students
and
the
community
organizaAon
structured
opportuniAes
for
criAcal
reflecAon/feedback
(during
and
a|er)
ImplementaAon

29. • Solicit
final
feedback
from
students
and
community
organizaAon
• Use
what
you
learn
to
inform
future
work
• Celebrate
with
students
and
community
organizaAon!
• Document
success
and
share
with
stakeholders:
current
students,
potenAal
future
students,
community
organizaAons,
administraAon
Final
reflecAon
and
celebraAon

30. • CommunicaAon
channels/processes
– within
the
class
– between
the
class
and
the
community
organizaAon
• PresentaAon
formats
• File
formats
appropriate
for
intended
use
• Website
pla~orms/content
management
systems
• Management
of
technology
a|er
class/project
is
over
• One
size
does
not
fit
all
Technology-­‐specific
consideraAons

32. Two
general
types
of
service
learning
Source:
Blouin,
D.
D.,
&
Perry,
E.
M.
(2009).
Whom
does
service
learning
really
serve?
Community-­‐based
organizaAons'
perspecAves
on
service
learning.
Teaching
Sociology,
37(2),
120-­‐135.
• Program
oriented
• Project
oriented

36. Brochure
Redesign
No
original
:-­‐(

37. Interfaith Ministries,Inc. was established
in January, 1982, to assist families and individuals
whose lives have been adversely affected by a
sis.
Interfaith Ministries is part of the
community outreach of over 70 congregations in
the Wichita Falls area.
The Prescription Project provides long-
term assistance with monthly prescription bills to
chronically ill individuals.
Interfaith Ministries is a member of the
Wichita Falls Area Disaster Recovery Committee,
which provides a coordinated local response
to major natural or man-made disasters. The
Committee’s purpose is to assist individuals
unable to recover through their own resources.
Wicked Weather Weekend is a bi-annual
community event that focuses on preparation for
and recovery after severe weather in Texoma. This
fundraiser is family oriented and free to the public.
About Interfaith
Ministries
What we do
Rent and rent deposits
Utility bills and deposits
Interfaith Ministries, Inc. helps residents of Wichita
County and Holliday, Texas with emergency needs
including:
Food, cleaning supplies,
and toiletries
Short-term and long-term
prescription assistance
Eyeglasses
Medical referrals
Gasoline for scheduled
job interviews or
medical appointments
Bus tickets
Drivers’ licenses, birth
Referrals to other
helping agencies are
given to assist clients in
meeting their needs
Eligibility: You must be a Wichita County or
Holliday resident.
Paperwork: Bring your social security card,
a valid Texas ID (TX DPS issued) and any bills,
prescriptions or other paperwork relating to your
need to: 1101 11th St. (corner of 11th and Austin).
No appointment needed: You will be seen
as early as possible.
Hours of operation:
When You Need
Help
What to expect: A volunteer will talk with you
about your immediate need, taking a look at your
situation to decide how Interfaith can best help.
While Interfaith may not be able to help you with
everything needed, we will work with you to
decide which needs are most important and try to
Interfaith’s goal is to provide information and
encouragement to help you take steps toward
meeting your own needs. We care about you and
want to help with the crisis you are facing.
Monday 9 a.m.–2:45 p.m.
Tuesday 9 a.m.–10:45 a.m.
1 p.m.–2:45 p.m.
Wednesday 9 a.m.–10:45 a.m.
Thursday 9 a.m.–10:45 a.m.
1 p.m.–2:45 p.m.
Friday 9 a.m.–10:45 a.m.
translating service
Outside
of
new
brochure
Inside
of
new
brochure

41. AddiAonal
informaAon
• Campus
Compact:
“a
naAonal
coaliAon
of
nearly
1,100
colleges
and
universiAes
commiJed
to…deepening
their
ability
to
improve
community
life
and
to
educate
students
for
civic
and
social
responsibility.”
hJp://compact.org/
• Faculty
Toolkit
for
Service
Learning
in
Higher
EducaAon:
hJp://www.eas~ieldcollege.edu/Assets/
ServiceLearning/faculty-­‐toolkit-­‐for-­‐service-­‐learning.pdf
• List
of
service-­‐learning
and
public
scholarship
journals:
hJps://www.binghamton.edu/cce/faculty/sl-­‐
publicaAons.html

42. QuesAons?
SuggesAons?
PresentaAon:
hJp://bit.ly/coplac15
OR
à
Contact
info:
Email:
mitzi.lewis@mwsu.edu
TwiJer:
@mitzilewis