Civic Engagement: What, Why and How Iowa Campus Compact Can Help


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Presentation given by IACC Executive Director Emily Shields to faculty and staff at North Iowa Area Community College on the basics of civic engagement and service-learning and the resources Iowa Campus Compact offers.

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  • Coalition of college and university presidents committed to the public purpose of higher education.Support service-learning and civic engagement with programs, funding, professional development, research, advocacy.
  • Coalition of college and university presidents committed to the public purpose of higher education.Support service-learning and civic engagement with programs, funding, professional development, research, advocacy.
  • Remind participants that the service and the learning are equally important
  • Remind participants that the service and the learning are equally important
  • Requires advanced planning, agreements a good idea
  • Planning is the most critical stepInclude partners as co-educatorsMake sure students are prepared and have considered their assumptions and are ready for populations they will encounter
  • Co-educators, let in on learning outcomesInclude in reflection if possible
  • Talk about PACRegional summit call for proposals
  • Civic Engagement: What, Why and How Iowa Campus Compact Can Help

    1. 1. CIVICENGAGEMENTWhat, Why and How
    2. 2. • About Iowa Campus Compact• What is Civic Engagement?• Why is it important?• How you can engage and how we can helpSession Overview
    3. 3. www.iacampuscompact.orgAbout Us
    4. 4. Member Benefits• Resources• Successful models• Funding• Visibility• Faculty opportunities• Recognition• Professional development• Technical assistance• Advocacy and policy• National movementAbout Us
    5. 5. .WHAT?Civic Engagement• Service-learning• Community engagement• Community-based research• Civic education• Community experiences• Community-based learning• Democratic practice• Philanthropy education• Other forms of engaged scholarship• Other co-curricular offerings for students
    6. 6. Service-learning is a teaching and learning strategy thatintegrates meaningful community service with instructionand reflection to enrich the learning experience, teachcivic responsibility, and strengthen communities (Seiferand Connors, 2007)WHAT?Service-Learning
    7. 7. The system of community colleges grew out of acommitment to the democratic principles of access andopportunity; its leaders were philosophically dedicated tothe belief that broad engagement of the diverse communitywill create a strong educational, social, political, andeconomic fabric. (Cohen & Brawer, 2003)WHY?
    8. 8. The American Association of Colleges and Universities considers ServiceLearning/Community-Based Learning a HIGH IMPACT practice“The idea is to give students direct experience with issues they arestudying in the curriculum and with ongoing efforts to analyze and solveproblems in the community. A key element in these programs is theopportunity students have to both apply what they are learning in real-world settings and reflect in a classroom setting on their serviceexperiences.”WHY?High Impact
    9. 9. • Eyler, Giles, Stenson, and Gray (2001) found a range of benefitsfor students:• academic learning and ability to apply what they have learnedin the “real world”• improves student satisfaction with college, more likely tograduate• sense of personal efficacy, personal identity, interpersonaldevelopment, ability to work well with others• spiritual and moral development• leadership and communication skills• reducing stereotypes and facilitating cultural and racialunderstanding• social responsibility and citizenship skillsWHY?
    10. 10. • 2010 Job Outlook Survey from the National Association ofColleges and Employers candidate’s involvement involunteer work key factor in making hiring decisionsWHY?
    11. 11. • High-quality curricular and co-curricular civic engagement ispositively correlated with student success in K-12 schools,community colleges, and public and private four-yearcolleges and universities (Grantmakers for Education, 2010;Meyer, 2003).• Peer group interaction key for college student success, serviceis one way to develop peer relationships (Astin, 1996)• Service-learning is positively associated with student retentionand the likelihood of completing a degree (Astin and Sax,1998)WHY?
    12. 12. • Gallini and Moely (2003) effects of service-learning onstudent retention, academic challenge, academicengagement, interpersonal engagement, and communityengagement• surveyed students about engagement, academicchallenge, and persistence• students in service-learning courses scoredsignificantly higher on all measuresWHY?
    13. 13. • Campus Compact offices of Northern New England study• 770 students at 17 institutions• student survey on how service-learning course affectedthem on five measures: retention, academic challenge,academic engagement, interpersonal engagement,and community engagementWHY?
    14. 14. • AACC, Prentice and Robinson (2010) studyMore than 2,000 students• Statistically significant differences between service-learners and non–service-learners on five out of sixlearning outcomes• educational success and academic development, civicresponsibility, critical thinking, communication, and careerand teamwork.WHY?
    15. 15. • Today’s students demand opportunities• More interested in service and civic engagement• Need structured, team-oriented opportunities• Want to see how their education will be used in the “realworld”WHY?
    16. 16. • Advance Planning• Strong, Reciprocal Partnerships• Students As Colleagues• Tie to Learning Outcomes• Don’t Forget ReflectionHOW?High-Quality Engagement
    17. 17. • Prepare yourself – goals, type of service (direct, non-direct, indirect)• Prepare your partners – site logistics, learning outcomes• Prepare your students – background, largerissues, expectations and assumptionsHOW?Advance Planning
    18. 18. Community-Campus Partnerships for Health (CCPH) Principles ofPartnership• Specific purpose• Agreed upon mission, values, goals, measurable outcomes andaccountability• Mutual trust, respect, genuineness, and commitment• Builds upon identified strengths and assets, works to increase capacity• Balances power among partners• Clear and open communication• Principles and processes established with the input and agreement ofall• Feedback among all• Partners share the benefits• Partnerships can dissolve, need plan for closure.HOW?Partnerships
    19. 19. • Student role in planning and evaluating• Student leadership role in service experiences• Students as research partnersHOW?Students as Colleagues
    20. 20. • Clearly define objective of service-learning element• Design assessment tools• Utilize community partnersHOW?Learning Outcomes
    21. 21. Reflection ”facilitates the students making connectionsbetween their service experiences and their learning” (Eylerand Giles, 1999)• Dialogue• Journaling (writing, video, blog)• Incorporate in exams• Class presentations• Creative projects• Community eventsHOW?Reflection
    22. 22. 1. Professional development2. Funding opportunities3. Student engagement programs4. Faculty programming5. Networking and collaboration6. Information on research and models7. Dissemination and recognitionHOW?IACC Can Help
    23. 23. • Monthly webinars – next one is January 17 on EconomicDevelopment• Iowa Workshops – three per year, next one is on engagedscholarship at Clarke University April 12• Regional Summit – May 29 and 30 at Loras College inDubuque• Other opportunities – STEM Conference in May, PeerCoaching Circles, campus-specific training and technicalassistanceIACC – Professional Development
    24. 24. • AmeriCorps and VISTA• Campus Speaker Network• Faculty Fellowships• Notices on other grant opportunitiesIACC - Funding
    25. 25. • AmeriCorps and VISTA• Day of Service• Alternative Breaks• National Campus Compact Newman Civic Fellows• NEW in 2013: Civic Ambassadors NetworkIACC – Student Engagement
    26. 26. • Professional development learning and disseminationopportunities• Research and course models• Awards and recognition• NEW in 2013: Engaged Scholarship Faculty FellowsIACC – Faculty Programming
    27. 27. • Research publications: Engaged Learning Economies, APromising Connection• Hundreds of syllabi and models• Civic Engagement JournalsIACC – Research and Models
    28. 28. • Publishing and presentation opportunities• Ten Years of Engagement: 2013 Iowa Campus CompactAnniversary Awards• National Campus Compact Ehrlich AwardIACC – Dissemination/Recognition
    29. 29. Questions? Discussion?Information and resources
    30. 30. References• AAC&U High Impact Practices• Campus Compact “A Promising Connection”• Faculty Toolkit for Service-Learning in Higher• Campus-Community Partnerships for Health• Millenials Coming to College