1. Professor Barbara A. Holland Pro Vice Chancellor - Engagement Engagement, Learning, and Research: Toward a More Integrated View of Knowledge

2. The Current Academic World Students: Consume what we serve them Listen, transcribe, absorb, repeat, return info Focus on costs more than value Do the minimum; negotiate assignments Vocationally-oriented and already working Academic Staff: Continue to teach the way they were taught Pursue traditional research even when essential expertise and wisdom regarding critical questions reside outside the academy Don’t see that local questions = global implications

3. A Hopeful Vision Students who: –Are “engaged” with learning –Prepare to participate in class –Ask great questions –Support each other as learners –Gain skills and confidence as well as knowledge –Develop further learning goals and plans Academic Staff/Faculty who: –See themselves as learners –Demonstrate enthusiasm for discovery and reasoning –Actively link research and teaching ideas –Engage with external partners

4. Time for a Change Organising and rewarding research and teaching as separate silos limits our capacity to achieve institutional goals. An integrated view of learning and discovery increases student and academic staff capacity and success by reducing unproductive fragmentation and isolation.

5. Why is Community Engagement Important? Engagement promotes an integrated view of learning and research Communities have ideas; they want access to new information, skills and partners Higher education must learn new modes of teaching and research to advance knowledge Contemporary students crave active and experiential learning – see knowledge in action Students must learn skills for life as well as work Universities have a moral and social purpose to contribute to the public good

6. Community Engagement Community Engagement describes the collaboration between higher education institutions and their larger communities (local, regional/state, national, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity. (Carnegie Classification Project, 2005)

7. Defining Features of Engagement Partnership Mutually beneficial outcomes –Addresses a community-identified need –Through an intellectual activity of importance Reciprocity –Enhances community capacity –Enhances student learning and/or research studies Knowledge exchange relationship –2-way, co-creation Deliverables for academy and for community

8. Other Terms = Different Meanings Public Service –Public lectures –Media interviews, broadcast programs –Cultural events –Adult and continuing education –Professional development –Facilities use Consulting Pro bono Service (to campus, to discipline, to community as a volunteer)

9. Research Teaching Service Community Community-based or Participatory action research Collaborative research on public issues Problem-based research Collaborative research, innovation & transfer Collaborative community services Clinical services Technical assistance Incubators – business or nonprofit Continuing education Community-based learning Service-learning Research Service-learning Community Engagement “Community as ‘knowers,’ Not just as subjects.”

10. Engagement as Connected Learning and Discovery Interdependent knowledge relationships – Intellectual activities are connected to external expertise, assets, questions, and opportunities Students, community members, staff, and faculty work together to learn, explore, discover, and apply knowledge to beneficial ends

11. Engagement’s Active Link Engaging students, their instructors, and community partners in high quality interactions meant to promote student learning while meeting community needs, Will almost inevitably do two things: 1.Turn the partner and instructor into a teacher/learner 2.Trigger new research questions

12. Engagement and Learning Engaged Learning/Learners Academic Service-Learning Community-based Learning Other Experiential Learning Cooperative Education Work-integrated Learning Internships Practica Clinical Undergraduate research

13. Kolb’s Learning Cycle Concrete experience Reflective observation Abstract conceptualization: apply concepts, models, theories, skills to explain or interpret the experience Active experimentation – testing knowledge in new situations

14. Improved retention Enhanced academic outcomes Improved higher order thinking skills; understanding complex problems More confident choice of course of study Personal outcomes – self-esteem, empowerment, motivation Social outcomes – pro-social behaviors, multicultural skills, risk reduction Civic outcomes – interest in community issues; knowledge, skills, attributes associated with involvement/action Evidence of Impacts of Engaged Learning

15. Why do these methods work to improve student learning? Learning by doing, yes, but more important, learning with consequences Learn that knowledge has power Demonstrate the usefulness of abstract ideas and theories Students explore and identify their interests and talents Enhances motivation through a sense of responsibility to others Inspires students and instructors to ask questions!

16. Quality Community Engaged Learning Requires: Specific learning objectives related to the experience; intellectual rigor Integrated into course of study Specific and structured reflection strategies Connect community experience to classroom learning Community-identified needs & benefits Logistical support Partner and student involvement in activity design, learning, and assessment

17. Partners Contribute to Student Learning “Our common ground is a profound commitment to students.” –Achieve their academic learning goals –Awareness of community issues and connections –Role of the non governmental sector –Understand role of policy and stakeholders –Develop an activist spirit Partners understand the institution’s goals Partners value the relationship (Sandy and Holland, 2006)

18. Benefits to Community Enhance organizational performance Personal and staff learning; new methods Access to expertise and learning Client outcomes improve through interactions with students and faculty Leverage resources Identify future employees Build new networks and social capital (Sandy and Holland, 2006)

19. Engagement and Research Community-based research Participatory Action research Transdisciplinary research Public Issue research Collaborative, networked research Translational research Undergraduate research/honours/postgrad study

20. Engaged Learning becomes Research Scenario 1 – Evaluative Model What is the goal of the learning partnership? –For the Uni? -For the partner? What strategies are chosen to work toward the goal? –What assumptions/conditions inform the choices? What measures/indicators will we look for to test the strategies? –Specific impact/outcomes/benefits –How do different aspects of the strategy affect the outcome? What needs improvement/deletion/emphasis?

21. Engaged Learning becomes Research Scenario 2-Discovery model Partnership focuses on student learning through activity meant to meet community need. This is an opportunity to: –Test/compare intervention strategies –Collect data on community issues/conditions; gain access to existing data –Involve community in participatory research –Publish findings for community and academy

22. 08 Carter Partnership Award Students (HS,UG and PG), Science faculty, City Water Agency, State Enviro Agency, Citizen volunteers, etc. Project: Mapping, measuring, testing water quality in the entire urban watershed of a city of 2m. -Longitudinal data-Research publications –NSF/EPA $$ -Mandatory data reports for govt; saved city $ and penalties -Students learn field techniques, analysis, reporting, academic writing, explore science careers, enviro ethic, science policy, social/economic inequities -Students work with residents to develop pubs and workshops to train residents to reduce pollutants and to monitor their local streams -Over 10 years, project has involved more than 60K people

23. A UWS Example Cohort of nearly 500 Year 10 students across 11 schools; similar traits Goal: Transform smart students with low academic motivation, low self esteem Intervention: 5 component parts running for the last three years, involves Uni students and staff (teachers and parents) in delivery Anecdotal evidence is that almost all are continuing on to Y11 and Y12 – but why? Did the program make a difference? If so, which part(s) and why or why not? What other factors intervene? Presents many interesting design challenges that could lead to important new approaches to research on interventions meant to affect student persistence

24. UWS Engagement Themes Local = Global environmental stewardship and a concern for climate change a special focus on vulnerable populations including advocacy for children SME economic development collaborations to improve educational opportunity and attainment, especially for the historically underrepresented including our own indigenous peoples and new migrant communities Intercultural understanding/social and civic capital

25. An ACU Example Volunteers provide both food and nutrition info to children at Atherton Gardens. A good work to be sure – but loaded with research possibilities…. Test different education strategies Involve children in recording data about their food habits; documenting food issues and health problems in their community; Develop wider community strategies and studies – what data/approaches will reveal and inform change in nutrition patterns? Research informs policy and business advocacy This type of project changed West Philadelphia

26. Learning is the Connection Learning: –About each other’s capacity and limitations –About each other’s goals, culture, expectations –To develop students as community members –To exchange expertise, ideas, concerns –To share control and direction –To adapt based on assessment and documentation –To experiment; to fail; to try again – To Trust!

27. The Challenge of Change for Higher Education Come to the table as a problem-solver Learn to work with communities and students as co-learners and discoverers Adopt a sense of moral responsibility to contribute to public good Increase capacity for collaborative work Develop a capacity for risk & experimentation Focus on impact, outcomes, benefits Change traditional academic cultures/habits that separate teaching from research

28. Creating an environment for change Instill a discipline of reflection and a culture of evidence. Expect a thoughtful warrant for action. Create new patterns of conversation and interaction. Recruit new people to the work and support the people already involved.

29. Creating an environment for change Engage in honest conversation about difficult and controversial subjects. Encourage and model clarity of purpose and thoughtful, respectful discussion. Adopt a philosophy of experimentation, assessment and management of reasonable risks. Make engagement a value in hiring and rewards.

30. Change to support engagement requires… The possibility of reward or benefit for all participants Individual influence and inspired leadership throughout the institution, not just at the top An institution that is responsive to and involved in its communities Planning and intentionality that integrates engagement into learning and research A willingness to adopt a shared agenda and a shared resource base over which the institution has only partial control An ongoing capacity to change (Ramaley 2006.)