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Introduction to Service CSUMB Educating Multicultural Community Builders… …students who have the knowledge, skills and attitudes to work effectively.

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Presentation on theme: "Introduction to Service CSUMB Educating Multicultural Community Builders… …students who have the knowledge, skills and attitudes to work effectively."— Presentation transcript:

1 Introduction to Service CSUMB Educating Multicultural Community Builders… …students who have the knowledge, skills and attitudes to work effectively in a diverse society to create more just and equitable workplaces, communities and social institutions.

2 Introductions Share your passions and experience with: Share your passions and experience with: Community work Community work Experiential learning Experiential learning Anything else that you’d like to share… Anything else that you’d like to share…

3 Agenda 10: :30 Introductions & Overview 10: :30 Introductions & Overview 10:30 – 11:15 Critical Civic Literacy 10:30 – 11:15 Critical Civic Literacy (the knowledge side of the process –the “what”) 11:15 – 12:00 Critical Reflection 11:15 – 12:00 Critical Reflection (the pedagogy side of the process – the “how to”) 12:00 – 1:00Critical Forms (the nuts & bolts) 12:00 – 1:00Critical Forms (the nuts & bolts) Critical Questions Critical Questions

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5 CSU Monterey Bay: A National leader in Service Learning Only two-time recipient of the “White House Only two-time recipient of the “White House President’s Award for Community Service in Higher Education.” (2006, 2010) One of only four public universities with a One of only four public universities with a service learning requirement. One of twenty universities listed by US News and World Report ( ) as having an outstanding service learning program One of twenty universities listed by US News and World Report ( ) as having an outstanding service learning program Featured in 2012 report by National Task Force on Civic Learning and Democratic Engagement: A Crucible Moment: College Learning and Democracy’s Future. Featured in 2012 report by National Task Force on Civic Learning and Democratic Engagement: A Crucible Moment: College Learning and Democracy’s Future.

6 CSUMB Uniting Four Streams of Innovation in Higher Education Civic Engagement and social responsibility as a core curricular focus (LEAP) Civic Engagement and social responsibility as a core curricular focus (LEAP) Active, applied, project-based and experiential learning Active, applied, project-based and experiential learning Explicit focus on issues of diversity and multiculturalism Explicit focus on issues of diversity and multiculturalism Outcomes-Based Education Outcomes-Based Education

7 CSUMB’s Academic Program Commitment to Civic Learning Not just service hours; service is integrated into General Education and graduation requirements in every major Not just service hours; service is integrated into General Education and graduation requirements in every major Connects career preparation with questions of social responsibility, diversity, and community building Connects career preparation with questions of social responsibility, diversity, and community building CSUMB is the model university “that embed[s] questions about civic responsibilities within career preparation and that therefore point[s] to the next level needed in campus civic work.” CSUMB is the model university “that embed[s] questions about civic responsibilities within career preparation and that therefore point[s] to the next level needed in campus civic work.” National Task Force on Civic Learning and Democratic Engagement, 2012; p. 13 National Task Force on Civic Learning and Democratic Engagement, 2012; p. 13

8 Community Service Academic Learning SL Traditional service learning… …applies academic knowledge to address community issues. But, it has the potential to do much more…

9 Community Service Academic Learning Civic Learning SL ……helps students learn about “service” and develop their “social responsibility” and capacity for “civic engagement.”

10 What is Civic Learning? “…learning that contributes to student preparation for community or public involvement in a diverse, democratic society” (Michigan Journal of Community Service Learning, 2001) Traditional civics Democratic citizenship learning Political learning Leadership learning Inter- and intra-personal learning Diversity learning CSUMB: Social justice learning; critical civic literacy

11 From Service to Social Justice One way to integrate diversity and civic learning is to move from the language of service to the language of justice and social responsibility. A second is to link both diversity and civic work to the learning outcomes we want to cultivate in students. What do students need to know to function effectively and responsibly in a diverse, stratified world? Caryn McTighe Musil, Vice President, Association of American Colleges and Universities.

12 The SL Curriculum Development Framework: Service Learning Prism The pedagogy (experiential learning) side… How is facilitating “experiential learning” different from traditional teaching? How is facilitating “experiential learning” different from traditional teaching?

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16 The Learning Side What does it mean to explicitly focus on students learning about “service and social justice?” What does it mean to explicitly focus on students learning about “service and social justice?” Knowledge Knowledge Skills Skills Attitudes Attitudes and Will and Will

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20 Multicultural Community Builders M ulticultural community builders have the knowledge, skills and attitudes to work effectively in a diverse society to create more just and equitable workplaces, communities and social institutions. M ulticultural community builders have the knowledge, skills and attitudes to work effectively in a diverse society to create more just and equitable workplaces, communities and social institutions.

21 Critical Civic Literacy “Critical civic literacy emphasizes the role that social power plays in facilitating or inhibiting meaningful participation by individuals and/or groups in public processes. Through critical civic literacy, students examine issues of power, privilege, oppression, and systemic inequity in service learning courses as a required part of the general education curriculum…” Pollack (2013). “Critical Civic Literacy: Knowledge at the Intersection of Career and Community.” Journal of General Education.

22 Curriculum Development Process NEW critical civic literacy learning outcomes: * Discipline-based learning outcomes: * The “META- QUESTION” about social responsibility and social justice in their field or discipline. What are the relevant issues of inequality and injustice?

23 Clarifying your Meta-Question & Field-Specific SL Outcomes In pairs, work on the Meta-Question worksheet In pairs, work on the Meta-Question worksheet Interview each other; talk through how issues of inequality and injustice are present in the work or community context Interview each other; talk through how issues of inequality and injustice are present in the work or community context Clarify a meta-question Clarify a meta-question Develop more specific learning outcomes grounded in your field Develop more specific learning outcomes grounded in your field (20 minutes) (20 minutes)

24 CST 361S: Technology Tutors Meta-question:  How does technology accentuate or reduce historic inequalities? How can my work help bridge the “digital divide?” Learning Outcomes:  Understand the community in which the project is being carried out.  Describe the diversity and social inequalities in the community.  Understand the decision-making structure and power relations in the public sector related to technology.  Able to use technology to reduce social inequality and social isolation.

25 BUS 300S: Business Ethics in Action Big Question: The Triple Bottom Line How can businesses balance the “triple bottom lines” of profit, people and planet? Outcomes: 1. To deepen awareness and of disparities in economic opportunity among different ethnic and cultural groups and the roots of such disparities, within Monterey County, nationally and globally. 2. To gain a clearer sense of the kinds of actions, attitudes and behaviors – personal and institutional - that can alter historical relationships of power and privilege and broaden economic opportunity.

26 VPA 320S: Museum Studies Meta-question:  How can museums give voice to underrepresented populations and perspectives, and facilitate the transformation of social structures to create a more inclusive, interactive discussion of history, society, and culture? Learning Outcomes:  Understand the economic and social pressures that influence the choices made by museum personnel with regard to the development of collections and exhibits.  Articulate various perspectives on how museums “serve” society, including perspectives from both privileged and marginalized social groups.  Describe and analyze one’s own and others’ perceptions and ethical frameworks for decision making regarding exhibit choice, design, and the development of interpretive materials.

27 Reflection & Critical Reflection Reflection: explicit activities to transform experience into learning Reflection: explicit activities to transform experience into learning Critical Reflection: reflection focused on issues of power and positionality Critical Reflection: reflection focused on issues of power and positionality Critical Reflection in SL: reflection focused on issues of power and positionality related to the service relationship Critical Reflection in SL: reflection focused on issues of power and positionality related to the service relationship

28 Traditional vs Critical Reflection in Service Learning (Mitchell, 2009)

29 Approaches to Critical Reflection On-going: Critical Incident Journals; etc. On-going: Critical Incident Journals; etc. Summative: Pre- and Post-Course Tape Reflection Activity Summative: Pre- and Post-Course Tape Reflection Activity Activities that examine “service and social justice” Activities that examine “service and social justice” What does service mean to you? What does service mean to you? Race to the American Dream Race to the American Dream Paper Chain Paper Chain

30 Discussion on Critical Reflection What approaches have you been to be most effective in helping students examine issues of power, privilege and positionality? What approaches have you been to be most effective in helping students examine issues of power, privilege and positionality? What has been difficult about doing “reflective learning?” What has been difficult about doing “reflective learning?”

31 Lunch Discussion: Nuts & Bolts of Partnership Forms & Online Processes Forms & Online Processes Required student forms Required student forms Optional student forms Optional student forms Required community partner forms Required community partner forms Accessing the S4 database (MySLP) Accessing the S4 database (MySLP)

32 Student Leadership in Service Learning (SL 2 ) Program Nationally-recognized program; peer-facilitated learning Nationally-recognized program; peer-facilitated learning 13 “Squares” working in SL classrooms and with community partners 13 “Squares” working in SL classrooms and with community partners Facilitating learning about issues of diversity and social justice Facilitating learning about issues of diversity and social justice Minor in Service Learning Leadership Minor in Service Learning Leadership

33 SL Liaisons & Support Andrea Monroe (x5175) Andrea Monroe (x5175) HCOM HCOM SBGS SBGS VPA VPA WLC WLC MPA MPA CHHS CHHS Aline Reyna (x4184) Aline Reyna (x4184) Business Business Kinesiology Kinesiology Liberal Studies Liberal Studies Laura Lee Lienk(x3689) SMART College CART Seth Pollack (x3914) SLI Nursing General Info: Asya Guilllory(x3644)

34 Questions? For additional resources please go to: CSUMBINFO/Service Learning/public/SL-Outcomes-2011


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