DesigningEffectiveCommunity-BasedLearning

Dr.GavinLuterWisconsinCampusCompact

Friday,April20,2018UW-LaCrosse

AboutWiCC• Tostrengthencivicengagementandservice-learningpartnershipsbetweenWisconsin’spostsecondaryinstitutionsandthecommunitiestheyserve.

v Wicampuscompact.org

v @wicampuscompact

v Facebook.com:Search“WisconsinCampusCompact”(https://www.facebook.com/wicampuscompact/)

Aboutus:Membercampusesv Alverno Collegev CardinalStritch

Universityv CarthageCollegev ConcordiaUniversity-

WIv EdgewoodCollegev LawrenceUniversityvMarquetteUniversityvMountMaryCollegev St.NorbertCollege

vMedicalCollegeofWisconsin

v UW-EauClairev UW-GreenBayv UW-LaCrossev UW-Madisonv UW-Milwaukeev UW-Oshkoshv UW-Parksidev UW-StevensPointv UW-Superiorv UW-Whitewater

v GatewayTechnicalvMadisonCollegevMilwaukeeArea

TechnicalvMoraineParkTechv NicoletCollegev NortheastWI

TechnicalvWesternTechnicalRepresentingover70%ofFTEstudentsinWI

AboutUs:OurWork

GRANTS/SPECIALOPPORTUNITIES

1. Campusengagementprojects(MLKDayofService,CampusElectionEngagement)

2. Content-specificprojects

3. Developmentsinthefield(e.g.PathwaystoPublicService,service-learningstudies)

TECHNICALSUPPORT/CONSULTATION

1. Campusvisits2. Strategicplanning3. 1:1Feedbackand

Consultation4. Trainings

NETWORKING/COLLABORATION

1. Professionaldevelopmentsessions

2. Specialgatherings/convenings

3. Connectionwithotherstatewideefforts

4. Mini-regional,State,Multi-StateRegional,andNationalmeetings

1 2 3COMMUNICATIONS&

ADVOCACY

1. Communicatingcommunityengagementprojectstoexternalstakeholders

2. E-Newsletters3. Socialmedia4. Pressreleases5. Awards

4

How?TypologyofCommunity-BasedExperiencesType Examples

CommunityOutreach Volunteering,Philanthropy,CommunityServices(e.g.,summercamps,healthfairs,departmentaloutreachinitiatives),publicperformancesinunderservedlocations,littlesibsday,etc.

CommunityImmersion Urban“plunge,”alternativebreaks,someformsofstudyabroad,diversity,globaleducation

Community-BasedInstruction Service-learning(boththematicandproject),civicengagementprojects,Capstoneprojects,publicawareness/educationactivities.Someformsoflearningcommunities

Community-BasedApprenticeship Performanceorcompetency-basedinternships,fieldplacements,supervisedpracticummodels,jobcoaching,andmentoring

Community-BasedResearch Actionresearch,participatoryresearch,someformsofcapstoneresearchprojects,sometypesofundergraduateresearch,orprogramimpactstudies

HOW?FocusonService- /Community-BasedLearning

PositiveResults*in…• Spiritualdevelopment• Ethicaldevelopment• Attitudestowardself• Attitudestowardschoollearning• Civicengagement• Prosocialskills• Academicachievement• Retention• Culturalcompetence

Astin, Vogelgesang, Ikeda, & Yee, 2000; Barrett, 2015; Berger, 2015; Brandenberger & Bowman, 2015; Bringle, Hatcher, & Muthiah, 2010 ; Celio, Durlak, & Dymnicki, 2011; Eyler & Giles, 1999; Gallini & Moely, 2003; Hébert & Hauf, 2015; Levesque-Bristol, Knapp, & FIsher, 2010;; Lockeman & Pelco, 2013; Keup, 2005-6; Nigro & Farnsworth et al., 2009; Reed et al., 2015)

Criticalstepstoqualityservice-learningexperiences

RecommendedPractices

v1– Studentvoice(givingthembuy-inandmotivation)v2– Communityvoice(effective,reciprocalpartnerships)v3– Reflection,assessment,andcelebrationv4– Linkedtocurriculum(IncludingCivicLearning&/orEssentialLearningOutcomes)

Service-Learning– MakingitHigh-Impact• 1)Reciprocalpartnershipsandprocessesshapethecommunityactivitiesandcoursedesign.• 2)Communityactivitiesenhanceacademiccontent,coursedesign,andassignments.• 3)Civiccompetencies(i.e.,knowledge,skills,disposition,behavior)arewellintegratedintostudentlearning• 4)Diversityofinteractionsanddialoguewithothersacrossdifferenceoccursregularlyinthecourse.• 5)Criticalreflectioniswellintegratedintostudentlearning• 6)Assessmentisusedforcourseimprovement

ImplementingService-Learning,IPARD• Investigate• Preparation/planning• Action• Reflection• Demonstration/celebration

*PositiveResultsonlywhen…

Celio,Durlak,&Dymnicki,2011

TypologyofService-Learning

Type Examples

“Pure”Service-Learning Sendingstudentsoutintothecommunitytoserve(notplacedintoanydiscipline)– E.g.FYEIntroductiontoMulticulturalism+Diversity

Discipline-Based Service-Learning Studentsexpectedtohaveapresenceinthecommunitythroughoutthesemester;usingcoursecontentasbasisforanalysis+understanding

Problem-Based Service-Learning Students(orteams)relatetothecommunityas“consultants”workingfor“clients.”Theytrytounderstandandaddressacommunityproblemorneed

CapstoneCourses Designedformajorsandminors;useknowledgefromentirebodyofcourseworkandcombineitwithrelevantservicework.Goalcouldbetoexploreanewtopicorsynthesizestudentunderstandingofdiscipline

ServiceInternships Intensiveplacement;reflectionthroughoutinternshipusingdiscipline-specifictheories

Undergraduate CBActionResearch Students learningresearchmethodology;intensiveworkwithcommunitiestodefineresearchquestions;advocacy-inspired

StudentVoice+Motivation

MotivationalTheoryConstructsSupportedbyQualityService-Learning:v Autonomy– Allowstudentstoselectsites,project,orserviceactivitiesv Relatedness– Helpstudentstoseehowtheirservicecanhelpothersandbuildtheirsenseofconnectednesstotheoutsidecommunity

v Competence– Serviceopportunitiesthatallowstudentstousetheirlearningcanbuildtheirconfidenceincoursematerial…timeservicewellandmakesurethey’reprepared!

v Value– Connectservicetoconceptofbuilding“realworld”skillsv Interests– Helpstudentsconnectservicetolargerissuesofimportancetothem

(Rockenbaugh,Kotys-Schwartz,&Reamon,2011)

Effectivepartnerships

PRINCIPLESOFPARTNERSHIPS • Balancepoweramongpartners• Clearandopencommunication:MOU• Principlesandprocessesestablishedwiththeinputandagreementofall• Feedbackamongall• Sharedbenefits• Aplanforclosureif/whentheydissolve

(Community-CampusPartnershipsforHealth,2013)

COMMUNITYVOICES(Tryon&Stoecker,2008)

• “They’reoncampusdoingtheirthing,andwe’reouthere,doingourthing…”• “Youlose’em”[duringbreaks]• “...andIjusthappenedtoseeher[thefacultymember]atadifferenteventand

shesaid,‘Oh,didthestudentsdoagoodjob?’”• “Itwasjustabadfit”• “Tobeperfectlyhonestwithyou,Iwasneverreallysurewhatweweresupposed

toprovide.”• “Idohavesomestudentsthatwill...callat4:00and[theactivities]startat5:00,

andwillsay,‘Oh,Ican’tcome,Ihaveanexamtomorrow.’”

TheHousethatPartnershipsBuilt…(Sandy,2007)

AcknowledgingPowerDifferentials+BuildingReciprocity• Co-createdsyllabus• Formalrecognition(credentials,coursecredit,stipends,campusbenefits)• Considerbuildinglong-termleaders,not1-timeparticipants• Co-writingorpresentationopportunities• Rememberthesimplethings:Canthepartneraccessacampusparkingspace?Cantheynavigatecampusbuildings?Considercommunitypartnerambassadors.• Sharenorms/expectationsforcampus&communityenvironments

InspiredbyStanley,2013

Elementsofaservice-learningsyllabus

v Includeserviceasanexpressedgoalv Describehowtheservicewillbemeasuredv Specifythestudentroleintheserviceexperiencev Definethecommunityneedsbeingmetv Specifyhowstudentswilldemonstratelearningfromtheserviceexperience

v Outlineassignmentsthatlinktheservicewithcoursecontent

(Heffernan,2001)

DifferentWaystodoService-Learning

Model Description

PlacementModel Studentschoosefromamongseveralplacementsthathavebeenchosenfromtheircourses.

PresentationModel Studentsincertaincourses(e.g.Physics1001),takematerialthattheyarelearninginclassandcreatepresentationsforaudiencesinthecommunity.

Event Model studentsallworkwiththesameorganizationandputonafair,oramini-conference,thatincludesseverallearningstationsorshortworkshops.

ProductModel Insomecourses,ServiceLearners- workingaloneoringroups- produceatangibleproductfortheiragencies.

ProjectModel Workingingroups,ServiceLearnerscollaboratewithcommunitymemberstodeviseandimplementaproject. (Heffernan,2001)

Nursing Engineering ExercisePhysiology ComputerTechnology

Chemistry

Direct LabDraws Devicedesignforspecificpartner (ie:disableduser,sciencemuseum,etc)

HealthScreenings Helpsseniorslearncomputerskills

Complete activitieswithK-12students

Indirect Extraprojectsat theclinic– Runninglabswhenitisn’tthere.QualitytestinginlabToiletrydrive

CorrosionAssessmentoflocal structure.Energyassessmentofcampusbuildings.

Writea PSA Buildanappforanonprofitpartner

Designactivities forK-12classes/createvideos

Advocacy HealthadvocacyinHaiti- traininglaymidwivesashealthcare

Buildingcodes(Greenpractices)

Contactalegislatoraboutwellnesslegislation

Advocateforwifiaccess

EnvironmentalAdvocacy

Nursing Engineering ExercisePhysiology ComputerTechnology

Chemistry

SingleLesson

Health screeninginHomelesscamp–listentotheirstoriesToiletrydrive

Static analysisoflocalplaygroundequipment(inclassfrompictures)– maybuildtolargerprojects

HealthScreeningAdapted PE

TypingclassesTaxprograms

Waterexperiment forkids- conservation

SingleAssignment

AssessmentofcorrosiononlocalstructureinMaterialScience– picturereporttoowner

PublicServiceAnnouncement

Review VideosDemo/HandsonactivityDevelopment

MiniProject OlderadultexerciseprogramHealth promotionprogram

Studentleadcommunity computertrainingsessions

Purifywaterindevelopingcountries(lab)

SubstantialProject

Service atfeeclinic(20hours)

Freshmen design–redesignofgamesforthedisabled.

App developmentforNP

Projectspassedfromsemester tosemesterEnvironmentaltesting

ClassFocus ServiceinhealthclinicinHaiti

SeniorDesign–devicedevelopmentforlocalnonprofits

Design chem methodforotheragencies

Nursing Engineering ExercisePhysiology ComputerTechnology

Chemistry

IndependentStudy

Seniorproject inHaiti– traininglaymidwivesashealthcare

Exerciseprogramsforpeoplewithspecialneeds

Consulting Resourceguideforclinic(referrals,exercise)

Design devicefornonprofitpartner

LongtermpartnersProjectspassedfromsemester tosemester

IndividualPlacement

Volunteer inahealthsetting

Volunteerinaseniorhome

OptionalPlacement/ExtraCredit

Extraprojectsat theclinic– Runninglabswhenitisn’tthere.Qualitytestinginlab

STEMoutreach table–exercisescience.

ServiceImmersion

ServiceinhealthclinicinHaiti

Designimplementationinthe3rd world

LinkedtoCurriculum/LearningOutcomes

CivicLearningOutcomes(AAC&U)• Diversityofcommunities/cultures• Analysisofknowledge• Civicidentity/commitment• Civiccommunication• Civicaction&reflection• Civiccontexts/structures

EssentialLearningOutcomes• Personalandsocialresponsibility(especially)• Civicknowledgeandengagement—localandglobal• Interculturalknowledgeandcompetence• Ethicalreasoningandaction• Foundationsandskillsforlifelonglearning

Reflectioniskey

Reflection”facilitatesthestudentsmakingconnectionsbetweentheirserviceexperiencesandtheirlearning”(Eyler andGiles,1999)

• Describe,Examine,ArticulateLearningMODEL•What?SoWhat?NowWhat?• Teagle Foundation:Statementoftheissue/activities,Academic/appliedlearning,Moralandcivicengagement,Change/commitment

REFLECTIONISCRITICAL,orelse…

• Reinforcestereotypes• Deficitthinking• Reinforcepowerstructures• Studentsofcolorinyourcourseshavedifferentexperiencesthatmay(ormaynot)mirrorservicesites.Theyhavereportedextraburdensintheclassroom.

Describeexperience,Examineexperience,ArticulateLearning

CriticalService-Learning(Mitchell,2008)

SocialJusticeSense-Making(Mitchell,2014)

Groundedinidentity Retrospective Referencing Contradiction Social Plausibility

SocialJusticeSense-Making(Mitchell,2014)

Handouts

Cress&Stokamer,2015

InclusiveReciprocalRelationships

Awareness:communityagenciesareawareofcampusgoalsforcivicengagementandtherangeofopportunitiesavailable.MutualUnderstanding:campusandcommunityrepresentativesunderstandeachother’sneeds,timelines,resources,andcapacityforimplementingactivitiesandthereisgeneralagreementregardingmutualgoals.LeadershipandVoice:agencyrepresentativesareencouragedtoadvocateoncampusforcivicengagement,expresstheircommunity’sneeds,andrecruitfacultyandstudentparticipation.

Criticalreciprocity:Charity(Ihave,youneed)vssolidarity(seekingtoempowereveryone)

Intentional• CommunityPartner/SiteDescription• ServiceProjectDescriptionHours/Outcomes• Activities/Responsibilities• ProfessionalExpectations/Ethics

• CommunityClients/Population• Readings,Research,Lectures

• ClarityofInstructorRole• ClarityofClassCommunity• Explicitlearningoutcomesrelatedtodiversityandinclusion

Intercultural• GoldenRule:Dountoothersasyouwouldhavethemdountoyou.• PlatinumRule:Dountoothersastheythemselveswouldhavedoneuntothem.(Bennett&Bennett,2004)

CriticalReflection(DEALModel)Questioningvalues,beliefs,andassumptions(think– outsidethefishbowl)

Iterative- AssessandReflect!

• A.Didoureffortsmakeadifference?• B.Whydidoureffortsmakeadifference?• C.Howcanwemakeabiggerdifference?Engagestudents(performanceassessment)+communitypartners

• AAC&UValueRubrics• CivicKnowledgeandEngagement• EthicalReasoning• GlobalLearning• IntegrativeandAppliedLearning

Assessment

Quantitativeorqualitative?Studentlearningvscommunitypartner?

https://wicampuscompact.org/wp-content/uploads/sites/31/2015/08/Civic-Learning-Research-Brief-final-online.pdf

AssessmentToolsLichtenstein,Thorme,Cutforth,&Tombari,2011

AssessmentToolsToncar et al., 2006

RUBRICTOASSESSACADEMICSERVICE-LEARNINGREFLECTIONPAPERSAdaptedfromRubricDevelopedbyDr.BarrettBrenton,St.John’sUniversity(NYC)andCampusCompact

Grade

d

DimensionsofQuality(Criteria) NOVICE[GradeRangeF– D]

APPRENTICE[GradeRangeC]

PROFICIENT[GradeRangeB]

DISTINGUISHED[GradeRangeA]

Yes AWARENESSOFPURPOSEOFSERVICE

StudentdemonstrateslimitedawarenessofthepurposeofserviceandobtainingAS-Lcredit.

Studentexpressesawarenessofthepurposeofserviceandaone-on-oneconnectionwiththeexperience,butitisnotapplied.

Studentexpressesempathyand/orawarenessofpersonalroleinserviceandappliesittoaconnectionwithsolutionsandthebiggerpicture.

Studentexpressesandactsoutpersonalroleinserviceandappliestheexperiencetodevelopingsolutions.

Yes

CRITICALTHINKING

Studentacceptsthingsatfacevalue,asifallopinionswerecreatedequal.Opinionsarestatedwithoutargument.

Studentacceptsmostthingsatfacevalue,asifmostopinionswerecreatedequal.Opinionsarestatedwithlimitedargument.

Studentbeginstoargueforconclusionsbasedonobjectiveevidencethatexpressconcretearguments.

Studentexpressesanabstractlevelofrespondingwhichrequiresobjectiveevidence.Theydemonstrateawarenessofdifferentperspectives,andweighevidencetosuccessfullyargueforaconclusion/opinion.

Yes

APPLYINGTHEAS-LEXPERIENCETOTHEACADEMICKNOWLEDGEBASEANDOBJECTIVESOFTHECOURSE

Studentdoesnotapplytheacademicknowledgebaseandobjectivesofthecoursetotheserviceexperience.

Studentexpressessomeconnectionbetweentheacademicknowledgebaseandobjectivesofthecourseandtheserviceexperience.

Studentdevelopsaperspectivebuiltupontheacademicknowledgebaseandobjectivesofthecoursethatislinkedtotheserviceexperience.

Studentcreatestheirownacademicperspectiveinfusedwiththeknowledgebaseandobjectivesofthecourseandappliesittotheserviceexperiencebeyondthecurriculum.

Optiona

l

RESPONSIBILITYTOCOMMUNITY

Studentdemonstratesalimitedawarenessofpersonalresponsibilitytocommunity.

Studentexpressesinsightintocommunityissuespertinenttotheserviceprojectandintegratesapersonalsenseofresponsibilitytoparticipatinginasolutionbutdoesnotapplythatknowledge.

Studentacknowledgesaresponsibilitytocommunityregardingissuespertinenttotheserviceandexpressesacommitmenttoworkingtowardsspecificsolution(s).

Studentacknowledgesaresponsibilitytocommunityregardingissuespertinenttotheserviceandexpressesacommitmenttoworkingtowardsspecificsolutions.Inaddition,studentgetsothersinvolved.

Optiona

l

IMPACTONSTUDENT’SPERSONALLIFE

Studentexpressesverylimitedornoconnectionbetweenserviceandself.

Studentexpressesaconnectionbetweenserviceandself.

Studentexpresseshowtheycouldchangeasaresultoftheservice.

Studentexpresseschange(s)inselfbecauseoftheservice.

[INSTITUTIONALVALUESANDMISSION]

Studentdemonstratesalimitedconnectednessoftheserviceexperienceto[institutionalvalues]

Studentexpressessomeconnectionbetween[institutional]valuesandservice.

Studentexpressesempathyandawarenessofpersonalrolein[publicengagementandproblem-solvingasrelatedtoinstitutionalmission].

Studentfullyincorporatesthe[institution’smissionofpublicleadership]throughapplicationofreflectionontheserviceexperienceandcreatestheirownperspectivebasedonboththeoryandexperience

Let’sTalk

DiscussionQuestions&Answers

THANKYOU

gavin@cows.orgUniverCity AllianceUniversityofWisconsin-MadisonUniverCity.wisc.eduGavinLuter,PhD