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educating citizens, building communities

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Overview

“Community-Based Learning: Building a Strong Foundation”

Friday, January 18, 2019

12:30-2:00 p.m.

Key Topics:

Campus Compact for WI overview and resources
Definitions for CBL
Best practices for CBL
Community partnerships in CBL
Measurement and assessment of CBL
Integrating CBL into your scholarship

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Campus Compact is a national coalition of 1,000 colleges and universities committed to the public purposes of higher education.

We build democracy through civic education, civic action, and community development.

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By the numbers

6

MILLION�STUDENTS�in Campus Compact member institutions

1,000

MEMBERS

Public, private, two-year, four-year, urban, rural, minority-serving, faith-based, tribal

30+

YEARS

of leadership in the field of civic and community engagement

STATE AND REGIONAL COMPACTS

working on the ground across the country

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Campus Compact for Wisconsin (CCWI)�Member Institutions

Alverno College
Cardinal Stritch University
Carthage College
Concordia University-WI
Edgewood College
Lawrence University
Marquette University
Medical College of Wisconsin
Mount Mary University
St. Norbert College

UW-Eau Claire
UW-Green Bay
UW-La Crosse
UW-Madison
UW-Milwaukee
UW-Oshkosh
UW-Parkside
UW-Stevens Point
UW-Superior
UW-Whitewater

Fox Valley Technical College
Gateway Technical College
Madison Area Technical College
Milwaukee Area Technical College
Moraine Park Technical College
Northeast Wisconsin Technical College
Western Technical College

*Representing over 70% of FTE students in WI

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Services for �CCWI Members

Opportunities for networking and collaboration
Technical support and consultations
Communication and advocacy tools
Information about grants and other special opportunities

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Key National �Initiatives

Civic Action Planning Resources
Newman Civic Fellows Program for Students
Thomas Ehrlich Civically Engaged Faculty Award
Community Engagement Professional Credentialing Program
National & Regional Conferences
Publications
Webinar Series
Democracy Learning Channel

Civic Action Plans

In 2016, Campus Compact members, partners, and higher education leaders created the Thirtieth Anniversary Action Statement of Presidents and Chancellors Signatories of the action statement pledged to develop and publicly share a plan for fulfilling the public purposes of higher education on their campuses. Over 100 plans submitted to date. Published in Campus Compact’s Civic Action Plan Library.

Newman Civic Fellows

Yearlong fellowship for community-committed students. Each member president may nominate one student from their institution. Provides students with opportunities for mentoring and leadership development. Annual convening of fellows held in partnership with the Edward M. Kennedy Institute for the United States Senate.

Ehrlich Faculty Award

Awarded to one senior faculty member each year. Honorees are recognized for exemplary engaged scholarship, including, leadership in advancing students’ civic learning, conducting community-based research, fostering reciprocal community partnerships, and building institutional commitments to service-learning and civic engagement.

Credentialing

For Civic Engagement Professionals to gain recognition for knowledge and skills they’ve developed throughout their careers. Work toward the full credential by earning a series of microcredentials. Each microcredential will be designed to prove competency in a specific topic. First microcredentials coming soon: Community Engagement Fundamentals; Community Partnerships; Civic Learning

Conferences

Each year, Campus Compact hosts either several regional conferences or one national conference. In 2019 3 regional conferences: Continuums of Service (out West); Eastern Region Campus Compact Conference; Midwest Campus Compact Conference

Publications

Partnership with Stylus Publishing to release new titles related to civic & community engagement. Recent titles include: The Elective Carnegie Community Engagement Classification & The Community Engagement Professional in Higher Education

Education for Democracy

A new initiative to ensure that college students have the key capacities to be responsibly engaged in public policy issues and politics. Aims to build the knowledge, skills, and motivations to catalyze effective participation in democracy – now, and throughout students’ lives. Want to connect to colleges and universities already deeply involved in this work.

Webinar Series

Democracy Learning Channel

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Key Midwest �Initiatives

Midwest Campus Compact Conference
Midwest Engaged Scholars Initiative
Communities of Practice
Virtual Peer Learning Calls
Civic Action Plan Retreats
Carnegie Application Workshops
BPACE (Best Practices in Assessing Community Engagement)

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Key Wisconsin Initiatives

Civic Engagement Institute
Annual Awards Program

Esther Letven Campus-Community Partnership Award
Jack Keating Student Civic Leadership Award
Sister Joel Read Civic Engagement Practitioners Award

Regional Network Gatherings
Campus Election Engagement Project Fellows
Impact Mapping Project

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CBL Overview

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Small Group Discussion

How would you define community-based learning?
What is your personal “why” for community-based learning?

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Definitions

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Community engagement (Carnegie Elective Community Engagement Classification, n.d.)

Community engagement describes collaboration between institutions of higher education 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.
The purpose of community engagement is the partnership of college and university knowledge and resources with those of the public and private sectors to enrich scholarship, research, and creative activity; enhance curriculum, teaching and learning; prepare educated, engaged citizens; strengthen democratic values and civic responsibility; address critical societal issues; and contribute to the public good.

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Civic engagement �(Ehrlich, 2000)

Working to make a difference in the civic life of our communities and developing the combination of knowledge, skills, values and motivation to make that difference. It means promoting the quality of life in a community, through both political and non-political processes.
Encompasses actions wherein individuals participate in activities of personal and public concern that are both individually life enriching and socially beneficial to the community.

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Community engagement v. 2�(Building the Field of Community Engagement, n.d.)

Community engagement is a process that includes multiple techniques to promote the participation of residents in community life, especially those who are excluded and isolated, by engaging them in collective action to create a healthy community.

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Service-learning �(Bringle & Hatcher, 1995)

Service-learning as pedagogy offers students an “experience in which students participate in an organized service activity that meets identified community needs and students reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility”

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Typology of �Service-Learning

Type	Examples
“Pure” Service-Learning	Sending students out into the community to serve (not placed into any discipline) – E.g. FYE Introduction to Multiculturalism + Diversity
Discipline-Based Service-Learning	Students expected to have a presence in the community throughout the semester; using course content as basis for analysis + understanding
Problem-Based Service-Learning	Students (or teams) relate to the community as “consultants” working for “clients.” They try to understand and address a community problem or need
Capstone Courses	Designed for majors and minors; use knowledge from entire body of course work and combine it with relevant service work. Goal could be to explore a new topic or synthesize student understanding of discipline
Service Internships	Intensive placement; reflection throughout internship using discipline-specific theories
Undergraduate CB Action Research	Students learning research methodology; intensive work with communities to define research questions; advocacy-inspired

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Service vs. �Service-learning �(MSU Service-Learning Toolkit, 2017)

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Best Practices

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Assets vs. Deficits/Needs�(ABCD Institute, n.d.)

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Assets vs. Deficits/Needs�(ABCD Institute, n.d.)

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Why does this matter?

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Four Perspectives on Service-Learning �(Butin, 2003)

Technical - personal, social, and cognitive outcomes
Cultural - affective outcomes around difference
Political - social change outcomes
Antifoundational - questioning their role in systems that create a space for SL in the first place

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Critical Service-Learning �(Mitchell, 2008)

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Small Group Discussion

What has been your experience to date with service-learning?
Which perspective(s) do you closely align with?
Which perspective(s) does your institution align with?
How are they similar? How are they dissimilar?

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Best Practices for �Service-Learning �(Celio, Durlak, & Dymnicki, 2011)

Student voice (involvement tied to intrinsic motivations)

Community voice (reciprocal partnerships built on trust)

Reflection, assessment, and celebration of the experience

Linked to curriculum and learning outcomes (both for course and institution)

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

Motivational Theory Constructs Supported by Quality Service-Learning:

Autonomy – Allow students to select sites, project, or service activities
Relatedness – Help students to see how their service can help others and build their sense of connectedness to the outside community
Competence – Service opportunities that allow students to use their learning can build their confidence in course material...time service well and make sure they’re prepared!
Value – Connect service to concept of building “real-world” skills
Interests – Help students connect service to larger issues of importance to them

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Community Partner Perspective �(Tinkler et. al, 2014)

Be attentive to the community partner’s mission and vision
Understand the human dimension of the community partner’s work
Be mindful of the community partner’s resources
Accept and share the responsibility for inefficiencies
Consider the legacy of the partnership
Regard the process as important

To more fully appreciate the nature of reciprocal service-learning relationships, the authors (two community partners and two faculty members at the University of Vermont) explore six things community partners want you to know about what makes effective service-learning partnerships. While the six are not intended to be a comprehensive tally, they offer insights into the structure necessary to ensure that relationships are beneficial from the community partner’s perspective. In order, the six are (a) be attentive to the community partner’s mission and vision, (b) understand the human dimension of the community partner’s work, (c) be mindful of the community partner’s resources, (d) accept and share the responsibility for inefficiencies, (e) consider the legacy of the partnership, and (f) regard the process as important. In addition to defining the elements, illustrations of practice from our ongoing service-learning partnerships are provided in order to more fully understand the nature of reciprocity and respect.

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Reflection practices/models

Reflection ”facilitates the students making connections between their service experiences and their learning.”

(Eyler and Giles, 1999)

iPERCED Model (Michigan State U., 2017)
DEAL Model (Ash & Clayton, 2009)
What? So What? Now What? (Rolfe et al., 2001)
PARE Model (U. Maryland, 1990s)
Reflective Learning Cycle (Gibbs, 1988)
Experiential Learning Cycle (Kolb, 1984)

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Elements of a �service-learning syllabus �(Heffernan, 2001)

include community service as an expressed goal;
clearly describe how the community service experience will be measured and what will be measured;
describe the nature of the community service or project;
specify the roles and responsibilities of students in the service experience and/or project, (e.g., transportation, time requirements, community contacts, etc.);
define the need(s) the service meets;
specify how students will be expected to demonstrate what they have learned from the service/project (journal, papers, presentations);
present course assignments that link the community service and the course content;
include a description of the reflective process;
and include a description of the expectations for the public dissemination of students' work.

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Community Partnerships

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Benchmarks for Partnerships �(Campus Compact, 2000)

Stage 1: Designing the Partnership

Stage 2: Building Collaborative Relationships

Stage 3: Sustaining Partnerships Over Time

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Core Components of Authentic Partnerships �(Community-Campus Partnerships for Health, 2006-08)

Transformational Relationships

Quality Processes

Meaningful Outcomes

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Principles of Effective Partnerships�(Community-Campus Partnerships for Health, 2013)

Foundation of mutual trust, respect, genuineness, and commitment
Values multiple kinds of knowledge and life experiences
Consider the nature of the environment
Specific purpose (MOU or other agreement)
Agreed upon outcomes and process for accountability
Asset-based
Balance of power and resources among all
Clear and open communication among all
Principles and processes established with input and agreement of all
Feedback among all
All partners share in accomplishments
A plan for future closure if/when they dissolve

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Small Group Discussion

Which of these principles have you already addressed or started to address?
Which of these principles still need some work?
Choose one principle you still need to work on and share with your small group how you might address this in the coming month.

If your peers have experience in this area, what advice do they have to give?
If your peers don’t have experience in this area, how else might you find help/advice?

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Measurement and Assessment

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Tips for Sustaining Partnerships �(Portland State University, 2008)

Maintain good communication
Develop a timeline
Document and track progress
Conduct progress checks about the partnership, asking open-ended questions to gather information
Based on progress checks, make adaptations to plans for future
Remain flexible
Celebrate accomplishments!

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Assessing Community Partnerships�(Portland State University, 2008)

What’s working well?
What’s not working well?
What changes are necessary to improve our partnership?
What expectations have been met?
What expectations have not been met?
What are sources of satisfaction?
What are sources of frustration?

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Assessing Student Learning�(Campus Compact Knowledge Hub, n.d.)

Identify civic goals, objectives, and/or outcome(s) you are able to accomplish through your school, department, and curriculum, program, and/or pedagogy

Now that you know what you expect your students to learn or develop and where (or how) they will learn those things, identify how you can assess or measure their growth or knowledge

Finally, now that you know what your students have learned or how they have developed and where/why those things occurred, identify how to make that data useful and put it to good use (including assessing your own practice)!

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Reflection practices/models

Reflection ”facilitates the students making connections between their service experiences and their learning.”

(Eyler and Giles, 1999)

iPERCED Model (Michigan State U., 2017)
DEAL Model (Ash & Clayton, 2009)
What? So What? Now What? (Rolfe et al., 2001)
PARE Model (U. Maryland, 1990s)
Reflective Learning Cycle (Gibbs, 1988)
Experiential Learning Cycle (Kolb, 1984)

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Reflection examples

Written Reflection Strategies:

Blogging
Journals
Reflective essays

Oral Reflection Strategies:

Discussions
In-class activities
Multimedia presentations
Role plays

Other Creative Strategies:

Photo essays
Sculpture
Storyboarding
Videos

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Small Group Discussion

What reflective practices have you used in past courses?
What reflective practices might translate well to a service-learning course?
Choose one example of an effective reflective practice you are considering for our course and share with your peers.

If your peers have experience in this area, what advice do they have to give?
If your peers don’t have experience in this area, how else might you find help/advice?

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Integrating your Scholarship

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What is community-engaged scholarship?�(Doberneck, et al., 2017)

Teaching and learning
Research
Creative activities
Service
Commercialized activity

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Plan Ahead

Documentation and data collection

Structure

Process

Outcomes

Impacts

Least publishable units

Frameworks, models, etc.

Methods, processes, etc.

Programs descriptions, case studies, etc.

Findings, results, impacts, etc.

Critical reflections

Writing for publication

Identify target journals or other outlets

Design article structure

Collaborate with students & community partners

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Small Group Discussion

What is interesting or significant about your CES from a disciplinary perspective?
What is interesting or significant about your CE from an engagement perspective?

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Resources

Service-learning Toolkits:

Campus Compact Service-Learning Resoruces: https://compact.org/initiatives/service-learning/
Michigan State University Service-Learning Toolkit: https://servicelearning.msu.edu/resources/toolkits

Community Partnerships:

Portland State University Lit Review on Partnerships: https://www.pdx.edu/sites/www.pdx.edu.cae/files/LIT_REVIEW.pdf
Portland State University Partnerships Guide: https://www.pdx.edu/sites/www.pdx.edu.cae/files/Guide_corrected_041808.pdf
University of Kansas Community Tool Box: https://ctb.ku.edu/en/table-of-contents
DePaul University ABCD Toolkit: https://resources.depaul.edu/abcd-institute/resources/Pages/tool-kit.aspx
Campus Community Partnerships for Health Website: https://www.ccphealth.org/principles-of-partnership/

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Resources

Measurement and Assessment:

Campus Compact Knowledge Hub: https://compact.org/resource-posts/assessment-of-students-civic-learning-and-development/
Assessing Service-Learning and Civic Engagement (2 ^nd ed.)

Integrating and Publishing Scholarship:

Campus Compact Knowledge Hub: https://compact.org/resource-posts/publishing-engaged-scholarship/

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Get in touch!

Trina Van Schyndel

Director, Wisconsin Campus Compact

tvanschyndel@compact.org

@WICampusCompact� @WICampusCompact

https://wicampuscompact.org/

Sign up for our monthly newsletter here!

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Large Group Discussion

1. What barriers have you experienced/do you foresee when it comes to CBL and community partnerships?

2. What knowledge, skills, and values do you already possess that may help you overcome those barriers?

3. What additional kinds of support can help you overcome those barriers?

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Thank you!