1. INTEGRATING CIVIC ENGAGEMENT IN THE LAC COMMON CORE July 16, 2008 Michelle Vazquez Jacobus Office of Community Service Learning

2. What is Experiential Civic Engagement Service Learning { E.C.C.E.S.L} ? Experiential Learning Service Learning Civic Engagement Aka (in academia) Community Engagement

3. Experiential Learning Direct encounter with the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it. (Borzak 1981). Institutionally sponsored such as that used in training programs for professions or field study programs. Education that occurs as a direct participation in the events of life (Houle 1980). Here, learning is not sponsored by some formal educational institution, but by people themselves. It is learning that is achieved through reflection upon everyday experience.

4. Civic Engagement Civic Engagement refers to a wide range of learning activities within and on the part of the institution, including engaged experiential education, service-learning (curricular and co- curricular), some internships and practica, and action research that engages the institution in partnership with its civic contexts, i.e., the communities in which it is located. USM Civic Engagement Coordinating Committee, 2005. Civic engagement need not necessarily be curricularly or academically based. A broad, inclusive term which may include citizen participation generally.

5. Service Learning Service-learning is a teaching method which combines community service with academic instruction as it focuses on critical, reflective thinking and civic responsibility. Service-learning programs involve students in organized community service that addresses local needs, while developing their academic skills, sense of civic responsibility, and commitment to the community. (Campus Compact, 1999). Differentiated from volunteer service in its focus on the reciprocity between server and served (Stanton, Giles and Cruz, 1999) which exchange avoids the traditionally paternalistic, one-way approach to service in which one group or person has resources which they share charitably or voluntarily with a person or group that lacks resources (Kendall, 1990, p. 22)

6. Community Service Learning Community Service Learning describes a range of experiences and exercises which generally include: Application of academic curricula to practical experience (experiential learning) Enhancement of learning Includes faculty and institutional learning/enhancement Positive benefit to community community can be the college community, the classroom community, a small organization, a neighborhood or a macro level at large, such as the locality, the town, the county, the state, the nation –even the WORLD

7. Student Experiences

8. Why Do Community Service Learning? Community Service Learning is GOOD for you on several levels: It has a positive impact on your students It enhances you as faculty It strengthens your institution It builds your community

9. CSL Impacts on Students Enhances student learning: Develops skills and teaches content (Moskowitz et al., 2006 ; Reardon, 2006; Anderson and Harris, 2005; Baskett et al., 2004) Allows students with variant learning styles to apply and learn in individual ways (Brody and Wright, 2004) Prepares students for professions and future in the field (Moskowitz et al., 2006; Reifstek, 2002; Hamel, 2001) Affords greater access to college Makes varieties of work more approachable and often allows students on limited incomes greater opportunities to earn money or afford education (Astin and Sax, 1998)

10. CSL Impacts on Students Cont. Contributes to student retention, perseverance, sustainability (Keup, 2005; Picket-May and Avery, 2001 Woodard et al., 2001; Astin et al., 2000; Braxton, 2000; Astin et al., 1999; Eyler et al, 1999) Builds student relationships with peers and faculty Builds student identity and sense of belonging (community) as well as morale Particularly important for sense of belonging, connection to community, success, perseverance and continuation in school of students from diverse backgrounds such as multicultural, disadvantaged and non-traditional students (Swail et al., 2003; Mundy and Eyler, 2002; Roose et al., 1997)

11. More Impacts on Students Builds student esteem and confidence (Brody and Wright, 2004) Develops students as citizens: cultivates awareness of social justice, diversity, morality, empathy, social responsibility, understanding of difference/other, life-long civic engagement (Anderson, 2006; Moskowitz et al., 2006; Reardon, 2006; Brody and Wright, 2004; Goodrow et al., 2004; Reifstek, 2002; Astin et al., 1999; Astin and Sax, 1998)

12. Impact on Faculty Provides opportunity for collaboration Connects faculty to community, to colleagues and to institution Develops faculty sense of meaning, identity, and esteem – protective against burn out Builds faculty skills and learning Has potential for developing faculty research Refreshes course content, faculty teaching and presentation Provides opportunity for current and relevant application of course material Anderson, 2006; Reifstek, 2002; Hamel, 2001; Hodge et al., 2001;Zlotkowski, 2001; Astin et al., 1999; Reardon, 1998; Weissberg and Greenberg, 1998; Boyer, 1994

13. Impact on Institution Builds profile and public image (if done well, completely and responsibly) Aids student recruitment Encourages gifts, donations, alumni volunteerism Extends institutional resources through collaboration Community sites for learning Access to community expertise for supervision, consultation, internships and teaching Provides opportunities for work with other institutions and organizations (DEC) Strengthens relationship with community organizations and with community as whole Possibility for improving institutions status with government and political officials because of all above Renews university relevance in community and society Reardon, 2006; Baskett et al., 2004; Goodrow, 2004; Blank et al., 2003; Zlotkowski, 2002; Jacoby,2000; Reardon,1998 ; Astin et al.,1999; Boyer, 1994

14. Impact on Community Extends resources of college to the community Provides additional staff, resources for organizations Lends expertise and perspective of research Adds potential for creative collaborative problem solving Extends opportunities for lifelong learning Builds community capacity Increases public access to community and interaction in community Contributes to use of community services, businesses and profile Contributes to improved college access and aspirations Increased profile and presence leads to community members thinking about college and it being a part of their horizon Vazquez Jacobus, and Harris, 2007; Reardon, 2006; Baskett, 2004; Goodrow et al., 2004; Blank et al., 2003; Reardon, 1998

15. The Spectrum of CSL CSL can be integrated through a range of curricular and co-curricular experiences, providing a continuum from introductory exposure applications up to intensive course-focused experiences. Introductory Intensive Exposure

16. Introductory Exposure Activities Letter to the Editor or to Community Leader Short term (2-5 hours) volunteer experience (fundraiser, soup kitchen etc.) Design of public education poster (and posting of it) Participation in protest, rally, festival or public education opportunity

17. Mid-level CSL Projects: Longer term volunteer work with concrete positive benefit to partner (15-20 hours with recommendation paper for agency or other small scale end-product) Class/Team Project or large scale analysis (GIS mapping of trails, assessment of LAC environmental footprint, design of evaluative survey for OCSL) Organization of community event (fundraiser, festival, workshop)

18. Intensive CSL Projects Long term internships with supervision and applied academic exercises Community Engagement Focused (community as text) Courses: Healthy Learners and Youth, Community and Higher Education, CLASS Extensive Community Engagement Projects: individuals or small groups work throughout semester or longer on comprehensive research about, and application of, curricular work through community based project (Applied Social Policy)

19. Need flexibility not recommending that require these in all classes or all timescan overwhelm students Within a class need to read the audience and reality of situation and curriculum With many of these projects IRB approval would be required – build in time for this I MPORTANT CAVEATS/QUALIFIERS

20. CAVEATS/QUALIFIERS cont. Intensity level of CSL experience need not necessarily be based on seniority of student – some students or classes may lend themselves to more extensive application opportunities even at more introductory levels. Primary purpose of OUR CSL engagements is student learning – reflection, application, discussion of the experiences is necessary for most of these experiences to realize full potential of the learning experience.

21. Do whats in your time frame and expertise Many community based projects require supervision and oversight –cant always rely on community partner to provide it. Organization and administration of CSL activities takes time and energy – prepare for and build this in or be sure to integrate support for supervision and administration (e.g. work-study coordinators, class designated coordinator) Depending on level, build in oversight even to introductory activities: e.g. have letters to community leaders run by you first for critique

22. *Often CSL experiences can be frustrating and are not always fully successful as originally envisioned. Take advantage of the learning moments provided by the frustrations, complications, and unexpected turns to discuss the applications. We learn more by looking for the answer to a question... than we do from learning the answer itself Lloyd Alexander Students learn a great deal about organizational functioning, about group dynamics, and about the struggle of people living with these challenges.

23. WORKING GROUPS – DESIGN CSL EXPERIENCES FOR LCC GENERAL EDUCATION COURSES

24. The End Please see reference list provided in packet The producer of this powerpoint wishes to thank the following for their generous assistance with this presentation, without which this project would have been an impossibility: Khadra JamaDaphne Comeau Maryli TiemannTerri Warren Becki QuimbyMonica Lee Catherine HarmanRobert Baskett