Developing Greater Impact with High-Impact Practices: Internships and Civic ...Ariane Hoy
Developing Greater Impact with High-Impact Practices:
Internships and Civic Engagement
A presentation at the 2015 Association of American Colleges and Universities Conference (Washington, DC) with
Jillian Kinzie, University of Indiana
Gregory M. Weight, Washington Internship Institute
Ariane Hoy, Bonner Foundation
Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
Introduction to Bonner High-Impact Initiative Learning OutcomesBonner Foundation
Introduction to Bonner High-Impact Initiative Learning Outcomes, used at the High-Impact Institute Summer 2013; introduces key learning outcomes, as adapted from rubrics for civic engagement, integrative learning, and creative thinking, that may provide a set of shared student learning outcomes for high-impact projects connected to community engagement.
Developing Greater Impact with High-Impact Practices: Internships and Civic E...Bonner Foundation
These are slides from the presentation given by Jillian Kinzie (Indiana University), Gregory Weight (Washington Internship Institute), and Ariane Hoy (Bonner Foundation) at the January 2015 Association of America Colleges and Universities annual meeting. It explores the elements of high-impact educational practices and how to link them with civic engagement, especially through internships.
Breakout presentation at the Aurora Institute Symposium, 2021 - with Marsha Jones and Joe DiMartino. Based on the paper we co-authored available at https://aurora-institute.org/resource/agency-by-design-making-learning-engaging/
Developing Greater Impact with High-Impact Practices: Internships and Civic ...Ariane Hoy
Developing Greater Impact with High-Impact Practices:
Internships and Civic Engagement
A presentation at the 2015 Association of American Colleges and Universities Conference (Washington, DC) with
Jillian Kinzie, University of Indiana
Gregory M. Weight, Washington Internship Institute
Ariane Hoy, Bonner Foundation
Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
Introduction to Bonner High-Impact Initiative Learning OutcomesBonner Foundation
Introduction to Bonner High-Impact Initiative Learning Outcomes, used at the High-Impact Institute Summer 2013; introduces key learning outcomes, as adapted from rubrics for civic engagement, integrative learning, and creative thinking, that may provide a set of shared student learning outcomes for high-impact projects connected to community engagement.
Developing Greater Impact with High-Impact Practices: Internships and Civic E...Bonner Foundation
These are slides from the presentation given by Jillian Kinzie (Indiana University), Gregory Weight (Washington Internship Institute), and Ariane Hoy (Bonner Foundation) at the January 2015 Association of America Colleges and Universities annual meeting. It explores the elements of high-impact educational practices and how to link them with civic engagement, especially through internships.
Breakout presentation at the Aurora Institute Symposium, 2021 - with Marsha Jones and Joe DiMartino. Based on the paper we co-authored available at https://aurora-institute.org/resource/agency-by-design-making-learning-engaging/
Keynote presentation at the 2021 FLANZ conference in Wellington. Illustrates the historical development of open, flexible and distance learning in NZ and projects forward to imagine learning in a 'borderless' system.
Introduction to Bonner High-Impact Initiative Capacity Building OutcomesBonner Foundation
Introduction to Bonner High-Impact Initiative Capacity Building Outcomes, used at the High-Impact Institute Summer 2013; introduces key community-oriented outcomes, as adapted from metrics for non-profit and community capacity building, in areas like program development, research, evaluation, communications and outreach, resource development, and community impact.
In response to the global pandemic, institutions everywhere swiftly pivoted to online learning in an attempt to help salvage and preserve education. During this abrupt shift to emergency remote teaching, students were neither prepared for learning remotely nor were they equipped with the kind of autonomy and agency needed for online learning. As a return to traditional classroom teaching is unforeseeable in the near future, it is crucial that we continue to improve upon our teaching and learning practices within online environments. This session will argue that we can view the current situation through a different prism: as a unique opportunity in which our students can be become agents of their learning and be enabled to take more control of their learning paths. The session will focus on the opportunities of online learning, specifically the teaching and learning approaches that can be used to engage students and to nurture their self-directed and self-determined learning skills in order to become better prepared for lifelong learning.
Overview of CORE's Ten Trends 2020 - A retrospective view. Providing insights into the things that are likely to impact on the practice of educators and work of schools into the future
Bonner High-Impact Initiative: Being Architects and Leaders of ChangeBonner Foundation
Bonner High-Impact Initiative: Being Architects and Leaders of Change: an overview of key aspects of the process, especially for team leaders and teams.
Even before Covid-19, higher education was facing a perfect storm of challenges: increased costs, reduced funding, and rising industry demand for more skilled graduates. Educators were also challenged with finding ways to better prepare students for an uncertain future where lifelong learning skills are essential. The current pandemic has only served to intensify the storm, and educational institutions have rushed to technology in order to survive. In response to the new — or next — normal, institutional leaders are attempting to adapt traditional curriculum and systems so that they can transition rapidly to remote teaching and learning. Online, hybrid, and hyflex learning have become the beguiling buzzword solutions of today. How to survive this perfect storm and the storms to come? This presentation will propose that it is not technology that will best address these challenges; instead, a fundamental rethinking of how we teach and learn is necessary. By adopting heutagogy — or a pedagogy of agency, where the learner takes control of learning — will we be able to agilely transition and pivot across delivery methods, while also equipping our students with the lifelong learning skills and competencies required for the future.
Presentation at the American Democracy Project Conference hosted by the American Association of State Colleges and Universities, June 2012. Longer presentation explores high-impact practices and high-impact community engagement in more depth.
Supporting learning in a time of social distancingJean Bernard
Discusses the background of the global transition from classrooms to distance learning during the Covid-19 pandemic and offers examples of how teachers, school systems and parents can support children's learning and well-being during this terrible time.
Sponsored by SJSU's ECampus, Katherine D. Harris (Professor, English) presents a workshop for all faculty to dive into or upgrade their use of digital methods, skills, and tools in their courses. For definitions within this slide deck, please cite:
Frost Davis, Gold, Harris, DRAFT - Introduction, *Digital Pedagogy in the Humanities,* MLA (forthcoming 2019). Accessed April 9, 2019.
As teachers and students in NZ begin their 2022 school year the presence of Omicron threatens to disrupt their plans. To be best prepared, schools must consider a plan for hybrid learning - which could have much longer lasting benefits than simply addressing the immediate concerns.
Presentation for the SchoolBox online event, July 2020. Exploring some of the lessons from the COVID-19 lockdown experience, and what we might learn for a blended future.
Integrative Portfolios for Social Change: Lessons Learned from the Community ...Seelio
A joint presentation between the University of Michigan School of Social Work and Seelio about how portfolios are being used as a tool in a capstone course to:
1) Think critically about community engagement in the classroom and the community;
2) Articulate their passions and commitments for social justice work;
3) Position themselves for social justice and social change in the real world.
Find a link to the webinar recording here: https://aaeebl.site-ym.com/default.asp?page=Seelio_2013
Heutagogy: Changing the Playing Field (ICDE Pre-Conference Workshop)Lisa Marie Blaschke
Pre-Conference Workshop at the ICDE 2015 World Conference. How will heutagogy change the playing field? An introduction to heutagogy -- the study of self-determined learning -- and an exploration of the potential impact this learning and teaching approach has to influence our education systems.
LEAP Challenge and Signature Work (Thanks to Kathy Wolfe at AAC&U)Dr. Ariane Hoy
This presentation from Kathy Wolfe, Vice President of Integrative Liberal Learning and the Global Commons, was shared with the Bonner Foundation and its network as part of the collaboration on community engaged signature work. It is being shared here so that colleges and universities involved in creating pathways that lead to civically connected Signature Work may use it as a resource.
Keynote presentation at the 2021 FLANZ conference in Wellington. Illustrates the historical development of open, flexible and distance learning in NZ and projects forward to imagine learning in a 'borderless' system.
Introduction to Bonner High-Impact Initiative Capacity Building OutcomesBonner Foundation
Introduction to Bonner High-Impact Initiative Capacity Building Outcomes, used at the High-Impact Institute Summer 2013; introduces key community-oriented outcomes, as adapted from metrics for non-profit and community capacity building, in areas like program development, research, evaluation, communications and outreach, resource development, and community impact.
In response to the global pandemic, institutions everywhere swiftly pivoted to online learning in an attempt to help salvage and preserve education. During this abrupt shift to emergency remote teaching, students were neither prepared for learning remotely nor were they equipped with the kind of autonomy and agency needed for online learning. As a return to traditional classroom teaching is unforeseeable in the near future, it is crucial that we continue to improve upon our teaching and learning practices within online environments. This session will argue that we can view the current situation through a different prism: as a unique opportunity in which our students can be become agents of their learning and be enabled to take more control of their learning paths. The session will focus on the opportunities of online learning, specifically the teaching and learning approaches that can be used to engage students and to nurture their self-directed and self-determined learning skills in order to become better prepared for lifelong learning.
Overview of CORE's Ten Trends 2020 - A retrospective view. Providing insights into the things that are likely to impact on the practice of educators and work of schools into the future
Bonner High-Impact Initiative: Being Architects and Leaders of ChangeBonner Foundation
Bonner High-Impact Initiative: Being Architects and Leaders of Change: an overview of key aspects of the process, especially for team leaders and teams.
Even before Covid-19, higher education was facing a perfect storm of challenges: increased costs, reduced funding, and rising industry demand for more skilled graduates. Educators were also challenged with finding ways to better prepare students for an uncertain future where lifelong learning skills are essential. The current pandemic has only served to intensify the storm, and educational institutions have rushed to technology in order to survive. In response to the new — or next — normal, institutional leaders are attempting to adapt traditional curriculum and systems so that they can transition rapidly to remote teaching and learning. Online, hybrid, and hyflex learning have become the beguiling buzzword solutions of today. How to survive this perfect storm and the storms to come? This presentation will propose that it is not technology that will best address these challenges; instead, a fundamental rethinking of how we teach and learn is necessary. By adopting heutagogy — or a pedagogy of agency, where the learner takes control of learning — will we be able to agilely transition and pivot across delivery methods, while also equipping our students with the lifelong learning skills and competencies required for the future.
Presentation at the American Democracy Project Conference hosted by the American Association of State Colleges and Universities, June 2012. Longer presentation explores high-impact practices and high-impact community engagement in more depth.
Supporting learning in a time of social distancingJean Bernard
Discusses the background of the global transition from classrooms to distance learning during the Covid-19 pandemic and offers examples of how teachers, school systems and parents can support children's learning and well-being during this terrible time.
Sponsored by SJSU's ECampus, Katherine D. Harris (Professor, English) presents a workshop for all faculty to dive into or upgrade their use of digital methods, skills, and tools in their courses. For definitions within this slide deck, please cite:
Frost Davis, Gold, Harris, DRAFT - Introduction, *Digital Pedagogy in the Humanities,* MLA (forthcoming 2019). Accessed April 9, 2019.
As teachers and students in NZ begin their 2022 school year the presence of Omicron threatens to disrupt their plans. To be best prepared, schools must consider a plan for hybrid learning - which could have much longer lasting benefits than simply addressing the immediate concerns.
Presentation for the SchoolBox online event, July 2020. Exploring some of the lessons from the COVID-19 lockdown experience, and what we might learn for a blended future.
Integrative Portfolios for Social Change: Lessons Learned from the Community ...Seelio
A joint presentation between the University of Michigan School of Social Work and Seelio about how portfolios are being used as a tool in a capstone course to:
1) Think critically about community engagement in the classroom and the community;
2) Articulate their passions and commitments for social justice work;
3) Position themselves for social justice and social change in the real world.
Find a link to the webinar recording here: https://aaeebl.site-ym.com/default.asp?page=Seelio_2013
Heutagogy: Changing the Playing Field (ICDE Pre-Conference Workshop)Lisa Marie Blaschke
Pre-Conference Workshop at the ICDE 2015 World Conference. How will heutagogy change the playing field? An introduction to heutagogy -- the study of self-determined learning -- and an exploration of the potential impact this learning and teaching approach has to influence our education systems.
LEAP Challenge and Signature Work (Thanks to Kathy Wolfe at AAC&U)Dr. Ariane Hoy
This presentation from Kathy Wolfe, Vice President of Integrative Liberal Learning and the Global Commons, was shared with the Bonner Foundation and its network as part of the collaboration on community engaged signature work. It is being shared here so that colleges and universities involved in creating pathways that lead to civically connected Signature Work may use it as a resource.
Presentation on the Role of Civic Engagement and Service Learning in EducationDylan Chaplin
This is a presentation I created to present for the college I am currently attending to persuade them to implement Service-Learning in the curricula. It recieved excellent feedback and was presented to the deans.
The future of liberal education depends upon an integrative vision of digitally-informed learning that is not merely content delivery online but rather is reshaped in the same ways that digital learning has already fundamentally changed our culture. This session will present a vision for the digital transformation of liberal education through a curriculum that scaffolds self-directed, digitally-augmented problem-solving and the institutional strategies to support it.
During the Reimagine session at the 2022 Bonner Fall Network Meeting, we focused on bigger challenges in higher education (like enrollment, cost, etc.) and how community engagement programs like the Bonner Cohort model offer solution. We shared two theories of change (Diffusion of Innovations and Three Horizons) that might provide perspective for our shared work. Facilitated by Ariane Hoy and Paul Schadewald, Senior Project Manager at Bringing Theory to Practice, a partner to the Bonner Foundation.
On Wednesday, March 14, 2012 Ohio Campus Compact led a full day pre-conference workshop on service-learning as part of the 5th Annual International Conflict-Resolution Education Conference which took place in Middleburg Heights, Ohio. This presentation introduced basic concepts of service-learning.
Exploring Identity, Fostering Agency, Discovering How Students Benefit.pdfBonner Foundation
Join this session to learn and share best practices and emerging models for transformative education involving civic learning and democratic engagement. In a conversational format, presenters will share knowledge and personal experience about the ways in which colleges and universities, as well as faculty and staff, can design the spaces and intentional experiences that support students to develop civic identity. We’ll highlight innovations and point to supporting research and scholarship, while inviting you to do so. Presented by Marina Barnett (Widener University); Samantha Ha DiMuzio (Boston College); Ariane Hoy (Bonner Foundation); and Paul Schadewald (Bringing Theory to Practice) for the Feb 6-7, 2023 CLDE Forum: Bridging the Divides: Including All Students: Diversity, Equity, and High-Impact Civic Learning Pathways
E-Portfolios and the Problem of Learning in the Post-Course Era by Randy Bass, Center for New Designs in Learning and Scholarship (CNDLS), Georgetown University
General Education 3.0 (AAC&U)
March 4, 2011
The Professional Development of Academics with Regard to the Teaching Role –...Brenda Leibowitz
Presentation made at the UKZN Teaching and learning conference, September 2014. The focus is the professional development of academics with regard to their role as teachers.
A brief overview on open Education, the emergence of Open Courses, lessons learnt from Free / Libre Open Source Software Communities & some recent projects in this field at which we are working on.
Collective Impact Introduction for NJ AmeriCorps VISTAs (2017)Dr. Ariane Hoy
This is a short introduction to collective impact prepared for the New Jersey Campus Compact and Bonner Foundation AmeriCorps VISTAs Orientation in August 2017.
Planning and Facilitating Focus Groups (for AmeriCorps VISTAs in 2017)Dr. Ariane Hoy
A workshop that delves into the thinking behind and strategies for planning and facilitating focus groups. These focus groups can be a way to gather the perspectives and wisdom of community constituents to inform nonprofit program design. They can also be a method of research (to answer important questions). (Prepared for A. Hoy for Bonner Foundation)
Leading Change (A Workshop for AmeriCorps VISTAs 2017)Dr. Ariane Hoy
Drawing on the work of John Kotter (author of Leading Change, Buy-In, and Accelerate), this session delves into strategies for leading change in a nonprofit context. Through interactive group exercises applying the concepts to their own work as VISTA Leaders, staff can accelerate change and their own leadership. (Developed by A. Hoy for Bonner)
Strategic Thinking and Facilitative LeadershipDr. Ariane Hoy
Training for the New Jersey Bonner VISTA Leaders with Ariane Hoy and Afnan Rashid on February 12, 2015. This is a reflective session allowing VISTAs to wrestle through their experiences with leadership, management, and influencing.
1. Developing
Greater
Impact
with
High-‐Impact
Practices:
Internships
and
Civic
Engagement
Jillian
Kinzie,
Indiana
University
Gregory
M.
Weight,
Washington
Internship
Institute
Ariane
Hoy,
Bonner
Foundation
2. Introduction
• What
are
High-‐Impact
Practices?
• What
is
liberal
education?
• How
can
we
better
integrate
the
two?
★ especially
internships
and
civic
engagement
3. Why
the
Interest
in
HIPs?
HIPs
are…
• Positively
associated
with
learning
&
student
success
• Respected
pedagogies
• Beneficial
to
all
students
• Valued
by
employers
• Important
to
faculty
• Enjoyable
for
students!
4. Growing
evidence
that
“high-‐impact
practices”
provide
substantial
educational
benefits
to
students
[High-‐Impact
Educational
Practices:
What
They
Are,
Who
Has
Access
To
Them,
and
Why
They
Matter
(2008)
AAC&U]
5. High
Impact
Activities
★
First-‐Year
Seminars
and
Experiences
★
Common
Intellectual
Experiences
★
Learning
Communities
★
Writing-‐Intensive
Courses
★
Collaborative
Assignments
and
Projects
★
Undergraduate
Research
★
Diversity/Global
Learning
★
Service
Learning,
Community-‐Based
Learning
★
Internships
★
Capstone
Courses/
Projects
6. Reflect
to
yourself
★Think
about
what’s
happening
right
now
on
your
campus.
★What
are
your
strongest
HIPs
on
your
campus
right
now?
7. HIPs
Put
Student
Learning
at
the
Center
➢High
Engagement
(Peers,
Mentors,
Unscripted
Questions)
➢High
Effort
(by
Students)
➢High
Reward
(for
Learning)
8. What
Makes
HIP
Effective?
“HIP
Hallmarks”
6
elements
that—when
employed
—make
the
practices
high
impact:
✓They
are
effortful
✓They
help
students
build
substantive
relationships
✓They
help
students
engage
across
differences
✓They
provide
students
with
rich
feedback
✓They
help
students
apply
and
test
what
they
are
learning
in
new
situations
✓They
provide
opportunities
for
students
to
reflect
on
the
people
they
are
becoming
(Kuh,
2008;
excerpts
from
O’Neill,
Peer
Review,
2010)
9. Lessons:
High
Impact
Practices
1.
Associated
with
desirable
learning
and
personal
development
outcomes.
10. 2.
Features
Make
a
Difference
Internships
• Value
of
real
world,
applied
experience
• Best
when
linked
to
curriculum,
and
involves
critical
reflection
• Attend
to
Inequities…Difficult
for
first-‐
generation,
low
income
students
if
experience
is
unpaid
11. HIPs:
Differences
by
Race-‐Ethnicity
3.
Not
all
students
take
part
in
HIPs…
Across
ALL
institutions…
• 48%
Seniors
“have
done”
Internships
Source: “Assessment of High-Impact Practices: Using Findings to Drive Change
in the Compass Project,” by Ashley Finley, Spring 2011,, Peer Review.
13. What
do
First
Year
Students
Expect?
(NSSE
2014
results)
• 76%
expect
to
do
an
Internship
• 43%
expect
to
study
abroad
• 56%
plan
to
do
a
capstone
• 35%
expect
to
do
research
with
faculty
What
informs
student
expectations?
15. Faculty
Perception
of
HIPs
• How
important
is
it
to
faculty
that
undergraduates
do
HIPs
(“very
important
+
important”)
:
–
Culminating
Exp/Capstone
86%
–
Internships
82%
–
Community
Service
58%
–
Research
with
faculty
57%
–
Learning
comm.(FY)
46%
–
Study
Abroad
41%
»FSSE
2014
Upper
Division
Faculty
results
16. High
Impact
Practices
★
First-‐Year
Experiences
★
Common
Intellectual
Experiences
★
Learning
Communities
★
Writing-‐Intensive
Courses
★
Collaborative
Projects
★
Undergraduate
Research
★
Diversity/Global
Learning
★
Service
Learning,
CBL
★
Internships
★
Capstone
Courses/Projects
Couldn’t
they
all
be
tied
to
community
engagement?
17. Relevance
of
a
Liberal
Education
We
need
to
think
about
deeper
restructuring
of
scholarship
and
teaching
so
that
it
provides
more
of
what
ciZzens
need:
values,
facts,
and
strategies
that
they
can
use
to
make
the
world
beRer.
Some
of
that
teaching
and
research
should
be
experienZal
and
community-‐based,
but
I
think
almost
as
important
is
to
reorient
our
reading
and
wriZng
and
classroom
discussions
so
that
they
are
more
integrated
and
relevant
to
ciSzens’
problems.
~
Peter
Levine
“A
Defense
of
Higher
EducaSon
and
its
Civic
Mission”
(2013,
p.
5)
hRp://peterlevine.ws/?p=10850
18. What
Education
Can
Be
...We
want
an
educaZonal
future
that
draws
on,
and
draws
out,
the
implicaZons
of
the
new,
high-‐
impact
pracjces
like
[community
engagement].
It
would
provide
students
with
an
arc
of
learning
experiences—acZve,
collaboraZve,
boundary-‐
crossing,
and
integraZve—that
interweave
intellectual,
professional,
civic,
and
personal
growth.
~
David
Scobey,
“A
Copernican
Moment”
(2012,
p.
13)
hnp://www.aacu.org/sites/default/files/files/CLDE/
CivicProvocajons.pdf
or
imaginingamerica.org
19. Reality
Check:
Student’s
Perspective
Students’
perspectives
from
large-‐scale
study
by
Ashley
Finley
and
Tia
McNair
(2013)
Report:
Finley
&
McNair,
Assessing
Underserved
Students’
Engagement
in
High-‐Impact
Practices,
http://www.aacu.org/
assessinghips
20. A
Deeper
Look
at
What
Students
Are
Doing
“...I
have
teachers
that
take
us
out
of
the
building.
I
don't
know
what
it's
called.
It's
called-‐-‐it's
called
something
here.
They
take
you
out
of
the
building,
and
you
go
learn
about
like
the
vegetable
gardens
that
they
have
growing
here,
among
the
Hmong
society...So
there's
a
lot
of
professors
here
that
teach
differently.”
~
Student,
Wisconsin
21. Reality Check: Student’s Perspective
“I think projects with real world implications. I was really
lucky enough to have more than a couple of classes where
we did group work, where the outcomes of our projects at
the end of the term made a real world difference where
we were working at the nonprofit, at the library, and all the
research that we did actually went to publication. All of the
systems that we had researched and designed actually
went someplace and that was incredible.”
22. “I recently..took an anthropology class and
it was uh, water systems… good class.
And the research project I chose was a
little creek around here, and this little creek
used to be horribly polluted… like bad... It’s
not that way today. But I got to go out and
find out that there are actually people
who care, people trying to make a real
difference for the whole world- city
workers...I got to interview these people
and talk with them and it changed my
perspective on the world...
I was amazed at the willingness of these
people to talk to me for a silly little
research paper, but they had passion and
wanted to talk about this stuff…
23. A
Developmental
Approach
Series
of
scaffolded
opportunities
in
community
engagement
that
build
skills,
knowledge,
competencies
=
“SIGNATURE”
★Freshmen
Year
★Senior
Year
★Sophomore
Year
★Junior
Year
24. A
sequence
of
real-‐world
internships
★First
Year
Experience/Learning
Community
★Summer
Internship
★Second
Year
(School
Year
Internship)
Project-‐Based
Learning
★Summer
Internship
★Third
Year:
Research
Project
Service-‐Learning
★Fourth
Year:
Capstone
Project
&
Presentation
★Summer
Internship
25. And,
It’s
What
Employers
Want
Skills and Abilities Wanted by EmployersSkills and Abilities Wanted by Employers
Skill/Quality Weighted average
rating*
Ability to verbally communicate with persons
inside and outside the organization
4.63
Ability to work in a team structure 4.60
Ability to make decisions and solve problems 4.51
Ability to plan, organize, and prioritize work 4.46
Ability to obtain and process information 4.43
These skills were rated above analyzing quantitative data, technical job
knowledge, and proficiency with computer software, the next on the list.
2012 Survey “What Employers Want” by the National Association of Career Educators (NACE)
26. So,
why
add
civic?
★Public
mission
★Real-‐world
learning
★Lifelong
knowledge,
habits,
skills,
&
flourishing!
★Our
communities
want
our
engagement
-‐
inqualities
demand
it
★Contribute
&
make
an
impact
~
now!
27. High-‐Impact
Community
Engagement
CE
Internships
can
use
proven
practices:
• Cohorts/Teams
• Mentors
(Collaboration
between
“educator”
-‐
including
the
partner
-‐
and
“student”)
• Place
• Inquiry
• Depth
• Sequence
• Reflection
• Impact
(Hoy
&
Johnson,
2013;
Battistoni,
Mitchell,
&
Keene,
2013)
28. Connecting
the
dots...
★Where
is
(deep)
community
engagement
happening?
★Are
the
HIPs
on
your
campus
connected
with
community
engagement?
29. So
How
Can
Internships
&
CE
Connect?
Building
Capacity
for
Non-‐Profits,
Schools,
Government,
and
Communities
• Volunteer/Staff
Management
• Training,
Curriculum
and
Program
Development
• Communications
• Research
and
Evaluation
• Resource
Development
• Public
Policy
35. Example: The College of New Jersey
Had
core
community
partners
(multi-‐year)
complete
capacity
building
survey.
Distilled
their
wants
into
internships
that
could
be
connected
with
students.
Developed
50
community-‐based
academic
internships
with
30
partners!
41. Similar Examples Happening at
★Rutgers University - Policy Research Internships
★Siena College - School of Business multi-year
undergraduate program [NEXT ] where students
consult on teams
★University of Richmond - engaged students to
“apply” to non-profits for their school year internship
★Davidson College - catalog of community-based
internships for students, drawing on non-profits
capacity-building opportunities
visit: bonnernetwork.pbworks.com/internships
42. Internship
Quality
and
Integration
★ Connecting
to
a
student’s
academic
work
★ Providing
opportunities
for
reflection
and
critical
inquiry
43. The
Best
Internships
★ Develop
skills
and
habits
of
mind
that
are
crucial
to
developing
lifelong
learners
and
professionals
★ Produce
real-‐world
results
for
students
during
rather
than
after
their
education
★ Develop
qualities
vital
to
citizenship
and
professionalism
★ Connect
students
to
others—off
and
on
campus—who
can
become
peer
connections
and
who
can
become
mentors
44. Challenges
★ Lack
of
communication
★ Faculty
reward
structures
★ Technology:
can
high-‐quality
experiential
learning
be
virtual?
45. Questions
★ How
can
your
strongest
HIPs
be
leveraged
to
strengthen
civic
engagement
and/or
internships?
★ How
can
we
address
the
challenges
to
building
high-‐
quality
HIPs?
46. Contact
Us
Jillian
Kinzie,
Indiana
University
http://nsse.iub.edu
jikinzie@indiana.edu
Gregory
M.
Weight,
Washington
Internship
Institute
www.wiidc.org
greg@wiidc.org
Ariane
Hoy,
Bonner
Foundation
www.bonner.org
bonnernetwork.pbworks.com
ahoy@bonner.org