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Jackie Schmidt-Posner, Ph.D. Senior Associate Former Executive Director

S ervice-Learning and Building an Academic Career: How community engagement can advance your teaching and scholarship. Jackie Schmidt-Posner, Ph.D. Senior Associate Former Executive Director Haas Center for Public Service, Stanford University, USA jsp@stanford.edu 17 November 2009

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Jackie Schmidt-Posner, Ph.D. Senior Associate Former Executive Director

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  1. Service-Learning and Building an Academic Career:How community engagement can advance your teaching and scholarship Jackie Schmidt-Posner, Ph.D. Senior Associate Former Executive Director Haas Center for Public Service, Stanford University, USA jsp@stanford.edu 17 November 2009 Lingnan University

  2. Here’s the plan for this workshop… • Build/strengthen the community of those interested in engagement at Lingnan • Some ideas about service-learning and engaged scholarship…and examples • How can you make connections between your teaching/scholarship and the community? • Resources to help you!

  3. Today’s Outline • Introductions • Service-Learning and Engaged Scholarship: Why now? • Challenges and Opportunities for Faculty • Community Engagement Relationships • Service-Learning: Elements and Examples • Engaged Scholarship: Elements and Examples • Participant Discussion • Service-Learning Resources for Faculty

  4. Meeting each other…. • Your name and role at Lingnan • An experience or person who has inspired you to do the work you do now at Lingnan • One thing you hope to learn from participating in today’s workshop

  5. Some key definitions • Service-Learning is • a pedagogy that emphasizes reflection and the University-community link • not the same as community service

  6. Some key definitions • Engaged Scholarship • involves the community in the process and benefits of the research process, while also advancing the researcher’s scholarship

  7. Today’s Outline • Introductions • Service-Learning and Engaged Scholarship: Why now? • Challenges and Opportunities for Faculty • Community Engagement Relationships • Service-Learning: Elements and Examples • Engaged Scholarship: Elements and Examples • Participant Discussion • Service-Learning Resources for Faculty

  8. Service-Learning & Engaged Scholarship: why does this matter now? • Hong Kong context: • Education reform in 2012 • Develop students’ capacity for problem solving and leadership • Lingnan University context: • “Education for Service” • The ABC’s of a Liberal Arts education • OSL: infrastructure in place; next steps are to broaden student and faculty ownership

  9. “By transforming people, we transform the community.” Prof. Edward Chen K.Y. Former President, Lingnan University A Lingnan student works with an elderly woman during the Life Story Album project (SOC 203, Fall 2008)

  10. USA context: • Pressure for higher education accountability to the public/community • Student demand • Increased attention to developing civic skills for participation in a democracy Stanford incoming freshmen on a Service-Learning trip in San Francisco (HIV/AIDS Community Service SPOT, Fall 2007)

  11. USA context: US President Obama’s call to all Americans to be engaged “…service isn't separate from our national priorities, or secondary to our national priorities –- it's integral to achieving our national priorities. It's how we will meet the challenges of our time.” Texas A&M, October 16, 2009

  12. Today’s Outline • Introductions • Service-Learning and Engaged Scholarship: Why now? • Challenges and Opportunities for Faculty • Community Engagement Relationships • Service-Learning: Elements and Examples • Engaged Scholarship: Elements and Examples • Participant Discussion • Service-Learning Resources for Faculty

  13. How do you fit in? Why bother? The challenges and opportunities for faculty • The challenges: • Time and energy to revamp curriculum • May need to rethink or learn new pedagogical strategies (e.g. reflection) • Logistical hassles • Giving up some control of the course or research • Cost • Not valued in university reward structure or for professional advancement

  14. The opportunities: • Stronger connection to the university’s mission of developing students and educating for service • Enhance and enliven your teaching to deepen understanding and learning • Partnerships offer possibilities for research and scholarship • Contribute to your own sense of wholeness as a person

  15. Today’s Outline • Introductions • Service-Learning and Engaged Scholarship: Why now? • Challenges and Opportunities for Faculty • Community Engagement Relationships • Service-Learning: Elements and Examples • Engaged Scholarship: Elements and Examples • Participant Discussion • Service-Learning Resources for Faculty

  16. Making connections: Possibilities for relationships through community engagement Three key stakeholders: • Faculty • Students • Community partners

  17. Benefits for students • Enhanced understanding of academic content • Development of skills and leadership • Career exploration, workplace preparedness • Opportunities for deep engagement in a community or on a specific issue—and to offer contributions • Experience diversity: overcome stereotypes, build intercultural communication skills • Commitment to lifelong service

  18. Reflections from Stanford alumni • “My public service experiences at Stanford gave me my first taste of the reality that I am capable of contributing to the community.” • “Stanford opened the doors such that I could get involved in public service projects that could both further my career and allow me to contribute to the community. I came to and left Stanford with the same degree of commitment to civic engagement, yet I left the university with a much more sophisticated level of knowledge as to how to put my commitment and energy to good use.” (Staying Power: Catalyzing Lives of Service, 2008)

  19. Benefits for community partners • Fulfill a direct need • Enrichment for partners and agencies • Personal satisfaction • Energy and enthusiasm of students • Opportunity for learning and reflection • Prestige through association with university • Identify future employees/volunteers/donors/advocates (Community Voices: A California Campus Compact Study of Partnerships, 2005, Marie Sandy)

  20. Faculty-Community-Student Partnerships Benefits for Community Opportunities for Faculty Benefits for Students

  21. Faculty-Community-Student Partnerships Benefits for Community Faculty-Community Links Community-Student Links Service-Learning Course Community-Based Research Faculty-Student Links Opportunities for Faculty Benefits for Students

  22. Benefits for Community Community-Student Links • Service project • Internship • Volunteering Faculty-Community Links Community-Student Links Service-Learning Course Community-Based Research Faculty-Student Links Opportunities for Faculty Benefits for Students

  23. Benefits for Community Faculty-Student Links • Training for community work • Build student interest in research • Facilitate student experience Faculty-Community Links Community-Student Links Service-Learning Course Community-Based Research Faculty-Student Links Opportunities for Faculty Benefits for Students

  24. Faculty-Community Links Dissemination of research Research site Volunteer Benefits for Community Faculty-Community Links Community-Student Links Service-Learning Course Community-Based Research Faculty-Student Links Opportunities for Faculty Benefits for Students

  25. Today’s Outline • Introductions • Service-Learning and Engaged Scholarship: Why now? • Challenges and Opportunities for Faculty • Community Engagement Relationships • Service-Learning: Elements and Examples • Engaged Scholarship: Elements and Examples • Participant Discussion • Service-Learning Resources for Faculty

  26. A few words about:Service-Learning &Engaged Scholarship…and some examples

  27. Service-learning courses Principles of course construction: • Engagement with the community • Reflection • Reciprocity for all (everyone is a teacher and learner) • Public dissemination (Fundamentals of Service-Learning Course Construction, Kerrissa Heffernan, 2001)

  28. Models of Service-Learning Pure Service-Learning Introduction to Service in Multicultural Communities (CSU Monterey Bay) Discipline-Based Service-Learning Dance in Prisons: The Arts, Juvenile Justice and Rehabilitation in America History of Poverty and Homelessness in America Problem-Based Service-Learning Targeted Research Project in Community Health and Development (Stanford Overseas Studies Program - Cape Town)

  29. Models of Service-Learning Capstone Courses Public Service Scholars Program (Stanford University) Service Internships Internship in Feminist Studies (Stanford University) Undergraduate Community-Based Research Homelessness: Its Causes, Consequences, and Policy Solutions (Stanford University)

  30. Janice RossAssociate Professor of DanceStanford University “My SL course teaching has affected my teaching, scholarship and conception of undergraduate education in ways more far-reaching than I ever anticipated. Now I look for the the ‘real world’ component in all my classes - and attend more closely to the electric element this can bring any subject in the university… Not being the authority in the room [that Dance in Prisons has helped me discover] is also an oddly empowering place from which to teach - because it makes obvious that I am in the process of learning as openly as they are.” Dance in Prisons: The Arts, Juvenile Justice and Rehabilitation in America

  31. “How can an educator not want to return to a classroom setting, regardless of the extra effort required, where students are inspired and motivated to learn, and where one continues to learn oneself through their experience? Each time I teach this course, my faith in participatory citizenship for the public good is revitalized, and the importance of my career as an educator is reaffirmed as I work with students motivated intellectually as a result of the service-learning process. “ Poverty and Homelessness in America Albert Camarillo Professor of History & Haas Centennial Professor of Public Service Stanford University

  32. Today’s Outline • Introductions • Service-Learning and Engaged Scholarship: Why now? • Challenges and Opportunities for Faculty • Community Engagement Relationships • Service-Learning: Elements and Examples • Engaged Scholarship: Elements and Examples • Participant Discussion • Service-Learning Resources for Faculty

  33. Characteristics of Engaged Scholarship • Involves community • Benefits the community • Involves faculty member’s expertise • Advances the faculty member’s scholarship

  34. Dimensions of Engaged Scholarship • Purpose: intentional public purpose, but meets traditional standards of research quality • Process: How involved should community be in questions, design, data collection, data analysis, application? • Product impact: Degree of Academic impact and/or Community impact

  35. Examples of Engaged Scholarship • Stanford University • Camarillo: Going Back to Compton: Reflections of a Native Son on Life in an Infamous American City • Juel & England: Effects of Elementary School Instruction on Literacy and Language Growth; Tutoring Manual • Lingnan University • Health Profile Study, Yunnan, China

  36. Considerations • Your personal interest/passion/connection provides the spark • Relationship with community is foundational • Long term perspective • Dynamic • Community as co-teachers • Principles of good practice • Help is available

  37. Today’s Outline • Introductions • Service-Learning and Engaged Scholarship: Why now? • Challenges and Opportunities for Faculty • Community Engagement Relationships • Service-Learning: Elements and Examples • Engaged Scholarship: Elements and Examples • Participant Discussion • Service-Learning Resources for Faculty

  38. Your turn: • First card: one (or more) idea of how you can connect your TEACHING to the community • Second card: one (or more) idea of how you can SUPPORT STUDENTS to connect to the community • Third card: one (or more) idea for how you can connect your SCHOLARSHIP or PROFESSIONAL DEVELOPMENT to the community

  39. Discussion • Share what you wrote with your colleagues • What are some barriers to implementing your ideas?

  40. Today’s Outline • Introductions • Service-Learning and Engaged Scholarship: Why now? • Challenges and Opportunities for Faculty • Community Engagement Relationships • Service-Learning: Elements and Examples • Engaged Scholarship: Elements and Examples • Participant Discussion • Service-Learning Resources for Faculty

  41. Service-Learning Resources and Services for Faculty at Lingnan • Training: OSL will continue to offer Service-Learning trainings geared toward faculty. • Research and Conference Opportunities: We provide support for faculty interested in how Service-Learning can advance their research scholarship. • Logistics and Planning: You are not alone when planning and coordinating your Service-Learning programs. • Advising: OSL can also offer advising and resources on Service-Learning related issues.

  42. Upcoming Events and Programs: Please pay attention for announcements about future Service-Learning and Engaged Scholarship focused events. Other Resources: In addition to our own staff and resources, we have an extensive contact network and library of third-party resources. We are open to suggestions on other ways we can support your Service-Learning work; please contact us any time to let us know your comments and questions. Service-Learning Resources and Services for Faculty at Lingnan

  43. Materials referenced • Community Voices: A California Campus Compact Study of Partnerships, 2005, Marie Sandy http://www.cacampuscompact.org/cacc_publications/index.html • Fundamentals of Service-Learning Course Construction, 2001, Kerrissa Heffernan, Campus Compact • Research University Engaged Scholarship Toolkit, 2009http://www.compact.org/initiatives/civic-engagement-at-research-universities/trucen-overview/

  44. Faculty referenced • Albert Camarillo (History) Reflections of a Historian on Teaching a Service-Learning Course about Poverty and Homelessness in America in Ira Harkavy and Bill M. Donovan, eds., Connecting Past and Present: Concepts and Models for Service-Learning in History (American Association for Higher Education, 2000) • Connie Juel (Education) & Paula England (Sociology) Starting an Early Literacy Program http://studentaffairs.stanford.edu/haas/earlyliteracyprogram • Janice Ross (Dance) Of Movement and Restraint: In dance-in-prison class, Stanford students and at-risk youth learn more about what it takes to break free http://www.stanfordalumni.org/news/magazine/2009/novdec/show/dance.html

  45. Haas Center resources • Principles of Ethical and Effective Service http://studentaffairs.stanford.edu/haas/principles • Scholarship for Social Change: Public Service Scholars Program, The first ten years 1995-2005 http://studentaffairs.stanford.edu/sites/default/files/haas/files/PSSP_AlumBook_web.pdf • Staying Power: Catalyzing Lives of Service, 2008http://studentaffairs.stanford.edu/sites/default/files/haas/files/Haas%20alumni%20survey%20report_2.pdf

  46. “A wise elder once told me, ‘Grandson, the longest road you will ever have to walk is the sacred journey from your head to your heart.’ Another elder said, ‘We will never solve the many critical and life-threatening issues before us solely through the intellect; for every problem the intellect solves, it creates ten more.’ Unto itself the intellect is a sacred gift of the Creator, but, equally, without an open visionary, and creative heart, there is no wisdom. Both the mind and the heart are sacred. Both are inseparably connected.” Phil Lane Jr. President, Four Worlds International Institute Member, Yankton Sioux and Chickasaw tribes

  47. Contact information Jackie Schmidt-Posner, Ph.D. Senior Associate Former Executive Director Haas Center for Public Service, Stanford University USA Email: jsp@stanford.edu Office of Service-Learning, Lingnan University New Academic Block 322 Tel: (852) 2626 8066 / Fax: 2468 4807 Hours: 9:00am-1:00pm and 2:00pm-5:30pm Email: osl@ln.edu.hk Website: http://www.ln.edu.hk/osl

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