A Panel Discussion

Brenda L. Armstrong Florence Elizabeth BacabacShandon D. Gubler

Discuss Community Engaged Learning characteristics that benefit both the student and community.

Describe the pedagogy best practices for community engaged learning.

Examine Community Engaged Learning across diverse disciplines.

provides experiential learning of classroom concepts within the local community, reinforcing application of classroom knowledge.

Terminology Service-Learning Democratic Engagement Community Research

Brenda Marsteller KowalewskiCenter for Community Engaged LearningWeber State University

 

Learning

FOCUS

PRIMARY INTENDED BENEFICIARY

Community Engagement

Recipient Provider

Volunteerism

Community Service

CEL

Field Education

Internships

Personally

Raises student awareness

Student’s academic learning increases Develop new skills Improve existing skills Connect classroom learning with real-world

Students have a positive relationship with the university. Brenda Marsteller Kowalewski

Center for Community Engaged LearningWeber State University

Teaching BenefitsClassroom concepts come to life Reinforces application of classroom knowledgeStudents learn the core information that faculty want them to learn.Enhanced teaching credentials

Research BenefitsNew venues for publishing and presentingCommunity research agendas developCommunity engaged scholarship on CV

From: “Transcending Disciplines, Reinforcing Curricula: Why Faculty Teach With Service Learning.” American Association of Community Colleges, 2005.

Brenda Marsteller KowalewskiCenter for Community Engaged Learning

Weber State University

Secure more long-term volunteers and some new staff

Increase their services to their clients and able to serve more clients

Gain access to university resources

Brenda Marsteller KowalewskiCenter for Community Engaged LearningWeber State University

Literature Review

Outcomes are dependent on: Definitions of civic engagementFocus of educational structure and reflectionRole of educator helping the subjects make connection to greater social dilemmas

•Einfeld A, Collins D. 2008•Prentice M. 2006

For service-learning to influence civic

responsibility, educational strategies need to have

learning outcomes with a civic dimension.

Hood JG. 2009 Saltmarsh J. 2005

Literature Review

Subject reflections revealed that they:Were challenged in assumptions, perceptions, and stereotypesBecame more comfortable in their communitiesSaw work as a benefit to the community and their responsibilityImproved attitudes toward cultural diversity & engagementEnhanced awareness of access to care complexities and ethics

• Hunt R. 2007•Kelly SP, Miller EW.2008 • Rubin RW. 2004•Mofidi M, Strauss R, Pitner LL, Sandler ES. 2003 •Keselyak NT, Simmer-Beck M, Bray KK, Gadbury-Amyot CC. 2007 •Aston-Brown RE, Branson B, Gadbury-Amyot CC, Bray KK.2009

“Guided reflection causes students to make the connection between their

service and academic objectives and fosters the exploration and

clarification of complex social issues and personal values.”

Yoder KM. A framework for service-learning in dental education. J Dent Educ. 2006 Feb;70(2):115-23.

12

Brenda Marsteller KowalewskiCenter for Community Engaged LearningWeber State University

13

Brenda Marsteller KowalewskiCenter for Community Engaged LearningWeber State University

A sense of professional responsibility

A vision for taking care of the oral health needs of society

Pyle M, et al. The case for change in dental education. J Dent Educ 2006; 70(9):921-4ADHA Access to Care Position Paper 2001, At: http://www.adha.org/sites/default/files/7112_Access_to_Care_Position_Paper.pdf

Graduates must demonstrate competence in: 1.Assessing oral health needs of community-based programs 2.Planning oral health programs including health promotion and disease prevention activities 3.Implementing planned program 4.Evaluating effectiveness of the implemented program. Intent:Population based activities will allow students to apply community dental health principles to prevent disease and promote health.

Utilizing the pedagogy of Service-Learning

1. Pick target population2. Contract for Service-Learning with a

community partner3. Complete Needs Assessment4. Write Oral Health Program Proposal5. Implement Oral Health Program6. Evaluate Oral Health Program7. Write Final Report8. Present program to classmates and faculty

reporting on results of program

Special needs students at local high schoolTURN Center in Cedar City and Danville

Home in St. George (adults with disabilities)

Dove Center (abused women and children)CNAs at long term care facilityGroup home for troubled adolescent boysPregnant teen mothersHealth class at high school

Describe what happened in the service experience, including what you accomplished (successes), some of the events that puzzled or confused you, interactions you had, decisions you made, and plans you developed. What did you learn from these events?

Analyze how the course learning objectives relate to the service experience. Did your experience strengthen your learning? Explain and provide details.

Apply the course learning objectives and the service experience to you and your personal life, including your goals, values, attitudes, beliefs, and philosophy.

• Laura Micciche’s (2012) framework of writing conception and performance

--> applied to service learning (SL) and technical writing courses for students develop: critical analysis non-profit collaboration advance planning through reflective writing

• Anne Ruggles Gere (1994): “Opportunities for performance provide a major incentive for writers to develop their skills.”

To institutionalize community engagement for our majors --> Professional/Technical Writing students at DSU work closely with various local non-profit organizations in producing grant proposals for actual recipients

Sample Items from a Grant/Proposal Writing course at DSU (English 3130): Course Guidelines Student and Community Partner

Reflections on SL Projects

Goals to be reached in this course:

1) A knowledge of the components of an effective grant proposal document

2) An understanding of the rhetoric of grant writing

3) An understanding of effective stages within the writing process

Annice Fisher (2011)• Select partners that connect to your

course topic(s)• Invite to class (if possible)

• Provide a list of potential partners• Create an open relationship and

communicate with partners• You may have to coach students on how

to work with non-profit agencies• Confirm students have completed hours

Contract of Agreement Obligations of both the student and community partner for meaningful collaboration and effective learning

Service Learning Contract Waiver University Policy for SL courses should be in place

Writing Assignments/Exercises Most o t ss nm nts nf he a ig e i this course are cumulative: they build on one another.

ACTIVITIES•Group Discussions •Journals•Analytic papers•Portfolios•Presentations•Reading responses•Electronic forumQUESTIONS•WHY? Reflecting on learning goals•WHAT? Critical observation and description of experiences•SO WHAT? Identifying and analyzing systemic and structural issues•NOW WHAT? Learning inventories and action plans

• Student Reflections on promoting social change

• Community Partner Reflections• Digital Narratives (HeartWalk Foundation and Erin Kimball Foundation)

A relatively new business discipline:

6O’s, 7O’s, 8O’s – emerging discussion9O’s – Institutionalization (FSGO)2002 – Sarbanes-Oxley Act: resulted from Enron,

WorldCom, Halliburton, Arthur Anderson. Required corporations to to establish a code of ethics for financial reporting.

2009 – Dodd-Frank Wall Street Reform and Consumer Protection Act: more ethical, recession

Community Need—Research proves: “It pays to be ethical.” (CEOs) want business ethics education!

Business Ethics Benefits = Increased:

Employee Commitment and TrustInvestor Loyalty and TrustCustomer Satisfaction and TrustCorporate Competitive Advantage and Bottom-Profits. Ferrell, O.C., Business Ethics 10e, Cengage,

2015, 16.

Student Need— Context & Corporate Culture

“Business ethics comprises organizational principles, values, and norms that may originate from individuals, organizational statements, or from the legal system that primarily guide individual and group behavior in business. Investors, employees, customers, special interest groups, the legal system, and the community often determine whether a specific action is right or wrong, ethical or unethical.Ferrell, O.C., Business Ethics 10e, Cengage,

2015, 22.

Solution: Community Engaged Learning

Students—Study to Teach, Teach to Learn, and Learn to Apply

By engaging with a CEO in the community Ferrell, O.C., Business Ethics 10e, Cengage,

2015, 22.

Research:The Cambridge Handbook of Learning Sciences

states: ”

…the best learning takes place when learners articulate their informed and still developing understanding, and continue to articulate it throughout the process of learning.

Articulating and learning go hand in hand, in a mutually reinforcing feedback loop. In many cases, learners don't actually learn something until they start to articulate it—in other words, while thinking out loud, they learn more rapidly and deeply than studying quietly" (Cambridge Handbook of Learning Sciences, R. Keith Sawyer, Editor, 12th Edition).

Research:Bransford, Brown, and Cocking state:

"The learning sciences have discovered that when learners externalize and articulate their developing knowledge, they learn more effectively" (Bransford, Brown, and Cocking, 2000, How people learn: brain, mind, experience, and school. National Academy Press).

Student Report (Reflection):

What I taught the CEOComments made by the CEO to teach me about what was taught

How the CEO is currently applying what was taught

How the CEO plans to apply what was taught