Here are some key questions to consider when designing partner projects between your classroom and community organizations:
- How can the project establish a mutually beneficial exchange between students, your course/department, and the community partner?
- What resources, talents or skills can each party contribute? How will responsibilities and expectations be negotiated?
- Does the timeline and scope of work align with academic calendars and partners' capacity? Are communication plans in place?
- How will the work enhance students' learning while creating value for the partner and community?
- What support exists from your institution, like offices of community engagement, to facilitate the partnership?
- Have you discussed intellectual property, liability, and other legal aspects with your institution?
Writing for civic engagement presentationbethparfitt
This document summarizes a case study conducted in a first-year writing course at Emerson College focused on civic engagement in Boston. The course used civic reflections, volunteer projects, readings, writing assignments, and a student magazine to teach students about civic roles and engage in community research. Students volunteered with Boston Cares and partnered with community organizations. The document outlines learning objectives, research methods, challenges, and examples of student work reflecting on their civic experiences.
Writing for civic engagement presentationbethparfitt
This document summarizes a case study on civic engagement conducted with first-year writing students at Emerson College in Boston. The study involved students volunteering with Boston Cares, reflecting on their civic roles, and producing a magazine about their experiences. Students explored what it means to be civically engaged through readings, discussions, and community projects. They conducted research through field work, documentation, analysis and writing in various genres. The goal was for students to better understand civic engagement in Boston and their roles as scholars and citizens.
This project aims to help 6th year primary school students at "Ignacio Ramírez" who struggle with listening and vocabulary by creating a blog of interesting, entertaining and helpful activities for the teacher to use, as the school lacks technology like computers and internet access.
Itga june 2011 partnerships in action -handoutsbethparfitt
This document discusses designing partner projects between academic courses and local organizations to promote creative change. It provides questions for instructors and university colleagues to consider when developing such projects, including potential partners, resources, timelines, and benefits. Partner projects can connect students to real-world experience while addressing community needs and stimulating relationships between the university and local areas.
Itga june 2011 partnerships in action -handoutsbethparfitt
This document discusses designing partner projects between academic courses and local organizations to promote creative change. It provides questions for instructors and university colleagues to consider when developing such projects, including potential community partners, how to connect projects to course learning objectives, managing student participation and time commitments, and benefits for students, the campus community, and local partners. Guidelines are offered for structuring partner projects as course assignments by establishing clear learning goals and expectations, roles of project partners, timelines, and how student work will be evaluated.
The document contains inspirational quotes about perseverance and teamwork. It encourages never giving up when facing obstacles and instead finding ways to overcome challenges. It also emphasizes the importance of commitment, action, and teams in achieving championships rather than individual players alone.
The document contains inspirational quotes about perseverance and teamwork. It encourages never giving up when facing obstacles and challenges, getting back up after failures, and the importance of commitment and teamwork in achieving championships rather than individual accomplishments. The quotes are attributed to famous baseball players and coaches like Satchel Paige, Michael Jordan, Babe Ruth, Vince Lombardi, and Yogi Berra.
Writing for civic engagement presentationbethparfitt
This document summarizes a case study conducted in a first-year writing course at Emerson College focused on civic engagement in Boston. The course used civic reflections, volunteer projects, readings, writing assignments, and a student magazine to teach students about civic roles and engage in community research. Students volunteered with Boston Cares and partnered with community organizations. The document outlines learning objectives, research methods, challenges, and examples of student work reflecting on their civic experiences.
Writing for civic engagement presentationbethparfitt
This document summarizes a case study on civic engagement conducted with first-year writing students at Emerson College in Boston. The study involved students volunteering with Boston Cares, reflecting on their civic roles, and producing a magazine about their experiences. Students explored what it means to be civically engaged through readings, discussions, and community projects. They conducted research through field work, documentation, analysis and writing in various genres. The goal was for students to better understand civic engagement in Boston and their roles as scholars and citizens.
This project aims to help 6th year primary school students at "Ignacio Ramírez" who struggle with listening and vocabulary by creating a blog of interesting, entertaining and helpful activities for the teacher to use, as the school lacks technology like computers and internet access.
Itga june 2011 partnerships in action -handoutsbethparfitt
This document discusses designing partner projects between academic courses and local organizations to promote creative change. It provides questions for instructors and university colleagues to consider when developing such projects, including potential partners, resources, timelines, and benefits. Partner projects can connect students to real-world experience while addressing community needs and stimulating relationships between the university and local areas.
Itga june 2011 partnerships in action -handoutsbethparfitt
This document discusses designing partner projects between academic courses and local organizations to promote creative change. It provides questions for instructors and university colleagues to consider when developing such projects, including potential community partners, how to connect projects to course learning objectives, managing student participation and time commitments, and benefits for students, the campus community, and local partners. Guidelines are offered for structuring partner projects as course assignments by establishing clear learning goals and expectations, roles of project partners, timelines, and how student work will be evaluated.
The document contains inspirational quotes about perseverance and teamwork. It encourages never giving up when facing obstacles and instead finding ways to overcome challenges. It also emphasizes the importance of commitment, action, and teams in achieving championships rather than individual players alone.
The document contains inspirational quotes about perseverance and teamwork. It encourages never giving up when facing obstacles and challenges, getting back up after failures, and the importance of commitment and teamwork in achieving championships rather than individual accomplishments. The quotes are attributed to famous baseball players and coaches like Satchel Paige, Michael Jordan, Babe Ruth, Vince Lombardi, and Yogi Berra.
This document discusses the benefits of community service learning projects for students and communities. It outlines why such projects are important to foster relationships between schools and towns, engage students in hands-on activities outside the classroom, and help students see writing as a useful skill. It provides examples of components for effective community-based programs, such as shared decision-making, student choice, and reflection. The document also lists some effects of these projects, such as increased civic participation, stronger town-school partnerships, and improved writing and self-awareness in students. It provides examples of organizations that support place-based education projects.
This document outlines the agenda for an English 101 class on visual texts and linguistic landscapes. It discusses exploring street art, political cartoons, and the linguistic landscape of the local community. Students will work in groups to identify issues in their campus or city, and create a visual text addressing one of these issues. The project aims to examine how different visual genres like graffiti, signs and murals are used in public spaces, and what social meanings they convey. Students are asked to find and analyze examples of different visual genres, considering aspects like who produced them, their purpose and intended audience.
Lisa Hewitt is a graduate student in Museum Studies with a background in cultural anthropology. Through her education, she has developed an interest in international issues, subaltern narratives, community outreach, and larger social dynamics. She hopes to work in the museum field conducting educational research and community outreach.
Institutional online communities - ABC Pool as a collaborative, creative comm...University of Sydney
This document discusses Jonathon Hutchinson's PhD research on the ABC Pool online community and the role of its Community Manager within the Australian Broadcasting Corporation (ABC). The research aims to understand how the Community Manager coordinates ABC Pool's activities with the ABC's public service values, and the role the ABC plays in developing social capital. It presents models of the Community Manager's core activities, communication approaches, and stakeholders. The research argues this role can be better understood as a "cultural intermediary" who builds social capital through collaborative creative works. The research has potential to distinguish this emerging professional role and provide first-hand insight into how public media organizations are engaging audiences.
The document discusses examining student writing processes to better understand how digital literacy develops. It proposes analyzing the "controversies" that arise as students complete assignments, which involve interactions between students and external actors or forces. Literacy is framed as a social practice embedded in specific contexts. The study would observe students' digital literacy practices while working on assignments to understand how these relate to everyday habits and expectations, looking at both conformities and violations. It advocates using video recordings, transcripts, and interviews to explore local practices and the knowledge students bring, in order to develop more nuanced views of digital literacy as a fluid, socially situated competency.
Building the ePortfolio City in Augusta, Arkansasdcambrid
The document discusses plans to build an ePortfolio system called the "Eportfolio City" in Augusta, AR. The system would collect and showcase residents' work, spark conversations about the community's heritage and future, and help develop 21st century literacies. It would have three layers: exhibits designed by residents, collective reflections on discussions using the portfolio, and individual contributions. The system aims to make the community visible while balancing tensions like heritage vs. history and resilience vs. critical reflection. It would use techniques like community photography, digital storytelling, and reflection events.
Working Web 2.0: User Generated Content and Global WritingCasey McArdle
This document summarizes an academic paper about using Web 2.0 technologies and user-generated content to teach writing at the university level. It discusses integrating familiar writing assignments with online environments students already use, taking a functional, critical, and rhetorical approach. It also references scholars who argue writing should be taught as a social activity where students receive feedback from public audiences. The goal is to prepare students for roles in community and society that require collaboration to solve problems.
Sinopsis:
En este seminario virtual, enmarcado en el Plan de Formación de Profesorado de la UNIA de 2021-22, Kurt E. Fendt, del MIT, hace un recorrido por los orígenes y posibilidades de las anotaciones multimedia como recurso de aprendizaje y muestra distintos proyectos de aplicación en el ámbito universitario.
El seminario tuvo lugar empleando el servicio de aulas virtuales de la UNIA (basado en Adobe Connect), y en él pudo participar cualquier interesado/a, más allá de docentes en activo de la Universidad. Contó con más de 200 personas inscritas de diverso perfil y procedencia geográfica.
*La presentación está en inglés. Puede verse grabación del evento con traducción vía Vimeo de UNIA/ repositorio institucional.
Más información: unia.es/oferta-academica/webinars-unia
Control: MS
This site serves as a living document of the author's academic and professional experiences and future goals as she completes her Master's in Arts Management. It provides information on her areas of research interest, including histories and theories of contemporary art, film, and media; women in the arts; nonprofit innovation; and inclusive public programming. It also outlines her professional background in visual arts curation, nonprofit management, and grant writing, as well as academic research and writing.
Lisa Hewitt has a background in cultural anthropology and is pursuing a degree in Museum Studies. She has experience volunteering with organizations focused on women's issues, the environment, and marine life. Her education has given her an interest in international issues, community outreach, and understanding different cultures. She hopes to apply her skills and interests to a career in the museum field.
All Student Exhibition, University of Michigan, Ann Arbor, MI
2011
Beneath the Concrete: interdisciplinary theater project
-Performance Laboratory, Detroit Contemporary, MI
2010
Taring Padi: Creating Change Through Local Action
-Open Engagement Conference, Portland, OR
2009
The Red District Project: theater workshop performance
-Sosro Unite Community Festival, Yogyakarta, Indonesia
2007
Jatiwangi Art Factory Residency Performance
-Jatiwangi Art Factory, Jatisura, Indonesia
2005
Dream Community Puppetry Residency Performance
-Dream Community, Shijr City, Taiwan
Languages
Indonesian (fluent),
Rich Ellefritz is an enthusiastic and dedicated sociology educator seeking a full-time assistant professor position. He has a PhD in sociology from Oklahoma State University and experience teaching a variety of sociology courses. His research focuses on environmental sociology and social stratification. He has published articles and presented at several conferences. Ellefritz has consulted for textbook publishers and served in various roles, including advising a film club and leading workshops for faculty.
This document outlines some practical classroom activities for collaborative composition. It begins by defining collaboration and exploring the historical basis in theorists like Bakhtin, Barthes, and Foucault. Benefits of collaboration are discussed, including generating complex thought and mirroring real-world practices. The document provides a scaffolding model called IMSCI and describes establishing inquiry, modeling, shared writing, and independent writing. Additional collaborative activities are presented, such as using wikis and think-pair-share techniques.
ASSESSING THE MOTIVATIONS OF STUDENTS ENROLLED IN “APPROACHES TO SERVICE-LEAR...Iowa Campus Compact
This document describes a service-learning pedagogy course piloted at the University of Iowa. The course was interdisciplinary and allowed graduate students to design classroom projects involving community partnerships. Students reported being motivated by interests in effective teaching and service-learning approaches. The course helped students apply theory to design projects addressing local issues through activities like storytelling workshops and producing materials for international students.
Nanum Jeon is a PhD candidate in Sociology at UCLA. Her research interests include social stratification, gender inequality, and quantitative methods. She has a BA in Sociology from Ewha Womans University in South Korea and an MA in Public Policy from the University of Tokyo. Her peer-reviewed publications examine topics like gender ideology in South Korea, perceptions of atypical parents, and using machine learning for social science. She has presented her work at conferences and received fellowships including the Donald J. Treiman Research Fellowship from UCLA.
Krista Mnichowski is seeking a position in communications with experience in retail management, leadership, and communications. She has a Bachelor's degree in Retail Management and Communication from Purdue University. Her experience includes internships in communications, retail, and fashion, as well as leadership roles in her sorority and a Christian organization.
Literacy skills are essential for geography learning and should be embedded in lesson planning. Developing students' literacy involves writing, speaking, listening, engaging critically with information, and producing grammatically correct work. Literacy also requires students to communicate, collaborate, reflect on their thinking, engage with different types of texts including using ICT, and explore diverse languages and cultures. Storytelling is an important part of literacy development and digital tools can be used to help students tell stories.
The webinar discussed the role of libraries and museums in comprehensive community development. Susan Hildreth, Director of the Institute of Museum and Library Services, outlined IMLS's strategic goals of placing learners at the center, promoting institutions as community anchors, supporting stewardship of collections, and advising on plans to increase public access to information. Chris Walker of LISC discussed recent IMLS investments supporting community engagement and storytelling. Chris Siefert of Children's Museum Pittsburgh and Matt Poland of Hartford Public Library then shared examples of their institutions' partnerships with schools and organizations to enhance neighborhoods.
What the 4 C's: Communication, Collaboration, Creativity and Critical Thinkin...barryrbarber
Presentation by Barry Richard Barber at the 2012 Collaborative Conference for Student Achievement: Engaging North Carolina in Transforming 21st Century Teaching and Learning.
The document provides information about upcoming events at the Center for Children's Books (CCB) in November 2010. It includes details on workshops, book clubs, storytelling events, and the CCB's monthly newsletter. It also summarizes a recent lecture on portrayals of black girlhood, highlights new books reviewed by the CCB, and provides information about how the CCB can assist with research, meetings and more.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This document discusses the benefits of community service learning projects for students and communities. It outlines why such projects are important to foster relationships between schools and towns, engage students in hands-on activities outside the classroom, and help students see writing as a useful skill. It provides examples of components for effective community-based programs, such as shared decision-making, student choice, and reflection. The document also lists some effects of these projects, such as increased civic participation, stronger town-school partnerships, and improved writing and self-awareness in students. It provides examples of organizations that support place-based education projects.
This document outlines the agenda for an English 101 class on visual texts and linguistic landscapes. It discusses exploring street art, political cartoons, and the linguistic landscape of the local community. Students will work in groups to identify issues in their campus or city, and create a visual text addressing one of these issues. The project aims to examine how different visual genres like graffiti, signs and murals are used in public spaces, and what social meanings they convey. Students are asked to find and analyze examples of different visual genres, considering aspects like who produced them, their purpose and intended audience.
Lisa Hewitt is a graduate student in Museum Studies with a background in cultural anthropology. Through her education, she has developed an interest in international issues, subaltern narratives, community outreach, and larger social dynamics. She hopes to work in the museum field conducting educational research and community outreach.
Institutional online communities - ABC Pool as a collaborative, creative comm...University of Sydney
This document discusses Jonathon Hutchinson's PhD research on the ABC Pool online community and the role of its Community Manager within the Australian Broadcasting Corporation (ABC). The research aims to understand how the Community Manager coordinates ABC Pool's activities with the ABC's public service values, and the role the ABC plays in developing social capital. It presents models of the Community Manager's core activities, communication approaches, and stakeholders. The research argues this role can be better understood as a "cultural intermediary" who builds social capital through collaborative creative works. The research has potential to distinguish this emerging professional role and provide first-hand insight into how public media organizations are engaging audiences.
The document discusses examining student writing processes to better understand how digital literacy develops. It proposes analyzing the "controversies" that arise as students complete assignments, which involve interactions between students and external actors or forces. Literacy is framed as a social practice embedded in specific contexts. The study would observe students' digital literacy practices while working on assignments to understand how these relate to everyday habits and expectations, looking at both conformities and violations. It advocates using video recordings, transcripts, and interviews to explore local practices and the knowledge students bring, in order to develop more nuanced views of digital literacy as a fluid, socially situated competency.
Building the ePortfolio City in Augusta, Arkansasdcambrid
The document discusses plans to build an ePortfolio system called the "Eportfolio City" in Augusta, AR. The system would collect and showcase residents' work, spark conversations about the community's heritage and future, and help develop 21st century literacies. It would have three layers: exhibits designed by residents, collective reflections on discussions using the portfolio, and individual contributions. The system aims to make the community visible while balancing tensions like heritage vs. history and resilience vs. critical reflection. It would use techniques like community photography, digital storytelling, and reflection events.
Working Web 2.0: User Generated Content and Global WritingCasey McArdle
This document summarizes an academic paper about using Web 2.0 technologies and user-generated content to teach writing at the university level. It discusses integrating familiar writing assignments with online environments students already use, taking a functional, critical, and rhetorical approach. It also references scholars who argue writing should be taught as a social activity where students receive feedback from public audiences. The goal is to prepare students for roles in community and society that require collaboration to solve problems.
Sinopsis:
En este seminario virtual, enmarcado en el Plan de Formación de Profesorado de la UNIA de 2021-22, Kurt E. Fendt, del MIT, hace un recorrido por los orígenes y posibilidades de las anotaciones multimedia como recurso de aprendizaje y muestra distintos proyectos de aplicación en el ámbito universitario.
El seminario tuvo lugar empleando el servicio de aulas virtuales de la UNIA (basado en Adobe Connect), y en él pudo participar cualquier interesado/a, más allá de docentes en activo de la Universidad. Contó con más de 200 personas inscritas de diverso perfil y procedencia geográfica.
*La presentación está en inglés. Puede verse grabación del evento con traducción vía Vimeo de UNIA/ repositorio institucional.
Más información: unia.es/oferta-academica/webinars-unia
Control: MS
This site serves as a living document of the author's academic and professional experiences and future goals as she completes her Master's in Arts Management. It provides information on her areas of research interest, including histories and theories of contemporary art, film, and media; women in the arts; nonprofit innovation; and inclusive public programming. It also outlines her professional background in visual arts curation, nonprofit management, and grant writing, as well as academic research and writing.
Lisa Hewitt has a background in cultural anthropology and is pursuing a degree in Museum Studies. She has experience volunteering with organizations focused on women's issues, the environment, and marine life. Her education has given her an interest in international issues, community outreach, and understanding different cultures. She hopes to apply her skills and interests to a career in the museum field.
All Student Exhibition, University of Michigan, Ann Arbor, MI
2011
Beneath the Concrete: interdisciplinary theater project
-Performance Laboratory, Detroit Contemporary, MI
2010
Taring Padi: Creating Change Through Local Action
-Open Engagement Conference, Portland, OR
2009
The Red District Project: theater workshop performance
-Sosro Unite Community Festival, Yogyakarta, Indonesia
2007
Jatiwangi Art Factory Residency Performance
-Jatiwangi Art Factory, Jatisura, Indonesia
2005
Dream Community Puppetry Residency Performance
-Dream Community, Shijr City, Taiwan
Languages
Indonesian (fluent),
Rich Ellefritz is an enthusiastic and dedicated sociology educator seeking a full-time assistant professor position. He has a PhD in sociology from Oklahoma State University and experience teaching a variety of sociology courses. His research focuses on environmental sociology and social stratification. He has published articles and presented at several conferences. Ellefritz has consulted for textbook publishers and served in various roles, including advising a film club and leading workshops for faculty.
This document outlines some practical classroom activities for collaborative composition. It begins by defining collaboration and exploring the historical basis in theorists like Bakhtin, Barthes, and Foucault. Benefits of collaboration are discussed, including generating complex thought and mirroring real-world practices. The document provides a scaffolding model called IMSCI and describes establishing inquiry, modeling, shared writing, and independent writing. Additional collaborative activities are presented, such as using wikis and think-pair-share techniques.
ASSESSING THE MOTIVATIONS OF STUDENTS ENROLLED IN “APPROACHES TO SERVICE-LEAR...Iowa Campus Compact
This document describes a service-learning pedagogy course piloted at the University of Iowa. The course was interdisciplinary and allowed graduate students to design classroom projects involving community partnerships. Students reported being motivated by interests in effective teaching and service-learning approaches. The course helped students apply theory to design projects addressing local issues through activities like storytelling workshops and producing materials for international students.
Nanum Jeon is a PhD candidate in Sociology at UCLA. Her research interests include social stratification, gender inequality, and quantitative methods. She has a BA in Sociology from Ewha Womans University in South Korea and an MA in Public Policy from the University of Tokyo. Her peer-reviewed publications examine topics like gender ideology in South Korea, perceptions of atypical parents, and using machine learning for social science. She has presented her work at conferences and received fellowships including the Donald J. Treiman Research Fellowship from UCLA.
Krista Mnichowski is seeking a position in communications with experience in retail management, leadership, and communications. She has a Bachelor's degree in Retail Management and Communication from Purdue University. Her experience includes internships in communications, retail, and fashion, as well as leadership roles in her sorority and a Christian organization.
Literacy skills are essential for geography learning and should be embedded in lesson planning. Developing students' literacy involves writing, speaking, listening, engaging critically with information, and producing grammatically correct work. Literacy also requires students to communicate, collaborate, reflect on their thinking, engage with different types of texts including using ICT, and explore diverse languages and cultures. Storytelling is an important part of literacy development and digital tools can be used to help students tell stories.
The webinar discussed the role of libraries and museums in comprehensive community development. Susan Hildreth, Director of the Institute of Museum and Library Services, outlined IMLS's strategic goals of placing learners at the center, promoting institutions as community anchors, supporting stewardship of collections, and advising on plans to increase public access to information. Chris Walker of LISC discussed recent IMLS investments supporting community engagement and storytelling. Chris Siefert of Children's Museum Pittsburgh and Matt Poland of Hartford Public Library then shared examples of their institutions' partnerships with schools and organizations to enhance neighborhoods.
What the 4 C's: Communication, Collaboration, Creativity and Critical Thinkin...barryrbarber
Presentation by Barry Richard Barber at the 2012 Collaborative Conference for Student Achievement: Engaging North Carolina in Transforming 21st Century Teaching and Learning.
The document provides information about upcoming events at the Center for Children's Books (CCB) in November 2010. It includes details on workshops, book clubs, storytelling events, and the CCB's monthly newsletter. It also summarizes a recent lecture on portrayals of black girlhood, highlights new books reviewed by the CCB, and provides information about how the CCB can assist with research, meetings and more.
Similar to Itga june 2011 partnerships in action (20)
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
1. Photo: Rebecca Kennison
THE CITY AS INSPIRATION:
Elizabeth Parfitt
First-Year Writing Program
Emerson College Using Partnerships to Write toward Creative Change
ITGA Conference, June 2011
2. Allow me to introduce myself:
Past and Present Town/Gown Partnerships
Beth Parfitt
Emerson
College
MFA
2011
Creative 1981
Writing
__________
ONEin3
Lecturer MFA
Mayor’s
Candidate
Writing, Liter Sister Resident Advisory
ature and Student and Citizen Council
Publishing Nittany Dog Owner
Department Amateur Volunteer
Lion
Figure Writing
Skater Freelance Writer
Teacher
3. WR121: Research Writing
Research Writing
Inquiry-driven Genre-based
research assignments
Web searching Informative Report
Library Archives
Reflective Essay
News reports
Blogs
Experience as
citizens, students and Independent Study
scholars in the City of Group PSA Script
Boston
4. RESEARCH WRITING: COURSE OBJECTIVES
Understand the civic roles you play
After this course you as scholar, citizen and producer of
culture in the Boston community.
should be able to… Make informed choices about
genre presentation based on given
rhetorical situations.
Implement multiple research
methodologies.
Use research to create professional
public documents in a variety of
genres.
Use the community and city of
Boston as a resource for personal
and academic research.
Collaborate with a civic
organization to craft public
documents
5. For Example…
Student Interest Sample Assignments
Student Major: Theater Studies Major Craft a Profile on the Very Special Arts
(VSA) – state organization on arts and
with a minor in Communication Studies disability
Additional coursework: “ASL” (American Conduct an Interview with a professional
at the Huntington Theater
Sign Language) and “Movement”
Design a Fact sheet on Boston
(acting-emphasis theater course) organizations dedicated to accessibility for
the arts
Volunteer with a Theater or non-profit and
reflect on the experience in a personal
narrative
Participate in Deaf Deaf Boston at Boston
University and write a news report on the
event
Social Issue for Research Writing: Keep a on-going public blog documenting
research and experiences
Disability Access for the Arts
6. My Philosophy on Teaching Writing
Created and Published with Permission from www.Wordle.net
7. Me and a few of my Partners
Emerson
College Office
of Service
Learning and
Community
Action
Students!
8. Case Study #1
INSTRUCTOR ROLE:
Civic Leadership Institute Fellow, Boston
Cares 2009-2010
Boston Cares Project Leader and Volunteer
2008-present
COMMUNITY PARTNER:
Boston Cares Campus Initiative Program
Promoting research on urban issues, city
inhabitants and social problems.
18 students + 1 student design and production
editor
40-page online magazine of research and
reflections
90+ hours of community outreach.
9. Student Writing in the Community
The Sky is
Wicked Huge.
WR121:
Research
Writing Spring
2010 course
project. Funded
by a “Service
Learning Seed
Grant for Course
Development.”
Office of Service
Learning and
Community
Action. Emerson
College.
Boston, MA
Spring 2010
11. Case Study #2
INSTRUCTOR ROLE:
•ONEin3 Boston
•Mayor’s Advisory Council
•City of Boston, Redevelopment Authority
COMMUNITY PARTNER:
•ONEin3 Jobs and Careers Subcommittee
• Public Service Announcements for ONEin3 Boston
as part of an on-going course research project on
creativity and innovation as found on the streets of
Boston.
•36 students
•2 student filmmakers
•8 PSAs
One in every 3 Bostonians is between the ages of 20 and 34.
www.onein3boston.com
13. Town and Gown Partnerships
Emerson College First-Year Writing Program
Writing, Literature and Publishing Department
Suzanne Hinton and the Emerson College Office of Service
Learning and Community Action Innovation Grant
ONEin3 Boston,
Mayor’s Advisory Council
City of Boston Redevelopment Authority
Hsiao-Yen Jones and Ananda Boga,
Emerson College First-Year Film Students
14. The PSA Partnership
Film
Student
Producer 1
WR121
Section 1
Roommate
Student
Office of
ONEin3
SLCA
Boston
Instructor
City of
Mayor Boston
Menino
Film WR121
Producer 2 Section 2
16. Designing Partner Projects
Using local partnerships for creative change on
campus, in the classroom, and around the local
community
17. Before you begin
Questions for Instructors Questions for University Colleagues
Do I want to partner inside the university or outside in What projects would help to promote our
the broad local community ?(remember the university organization, advance our mission, develop our
has a community all its own)
programming or bridge connections between
Does my institution have an office of service learning students and the greater campus community?
or community engagement to help with my goals , and
do they offer grants or assistance for this type of Which courses at the university might have students
work? with the talents and skills necessary to complete this
What organizations do I already have partnerships project?
with that might be interested in working with my
students? What kind of exchange can we create with those
How can I connect my course to a community partner students? What might our office have to offer in the
in a way that establishes an exchange between form of education and experience?
students and the partner?
Does our office/department/organization have access
Is this a required course or an elective and how will to funds that would help to complete this project?
that effect student engagement?
How will I negotiate participation, service hours or What kind of connections do we already have with the
community time that requires off-campus visits? local community? What kind of connections do we
What type of project will best showcase the skills and want to have? How will this project advance our
talents of my students, while also creating a goals?
deliverable that could be of use to audiences outside
the classroom? Do we have the time and resources to commit to the
students who will be working on this project? Can we
How will I grade the partner project? complete the project in a semester timeline? If
not, how can we break this project into manageable
pieces or steps?
18. What’s in it for me?
Or why you should experiment with partnerships as coursework on campus
Campus Community Student
Local Community Community
Creates connections to a Launches a positive Potential connections for
broader community connection between internships and future
employment
residents and students
Appeals to prospective
Transferability of
students and parents Works to fulfill needs with coursework across
(admissions and intellectual/physical disciplines and into the
recruitment tool) resources– communities public world
have needs and students
Promotes engagement in Experience in
often have the resources to collaborations, communicat
under-served campus
attack those projects ing with diverse
programs and
organizations Revitalizes groups, problem
neighborhoods, organizatio solving, creating public
Stimulates ties with alumni documents, and team
ns, or under-utilized spaces
through the development building
with youth appeal
or university advancement Establishes an awareness
offices Works to connect diverse for the civic and scholarly
audiences with a common roles played on campus and
goal in the community
19. Turning Partner Projects into Course
Assignments
Work Our timeline
backwards to The graded (though
The purpose of
establish elements of subject to
this project is…
this project change) is…
course-specific are…
learning
objectives and
show how
those goals This is what I
can be The time expect from
From this commitment your
achieved with for this project
experience, y participation…
the partner ou will gain… is…
project –this
information
should be
clear in the
The I’m excited
assignment about this
Our partners in audiences for
this project our work project
are… are… because…
Editor's Notes
Roles allow students and instructor to place themselves in a community context. Takes us outside the classroom and into the community where we live, work and play. Also allows us to embrace identity on a multi-layered, personal level. As writers, all pieces and roles influence how we perform and publish. In a research class—or for a research assignment—all of these roles are experiential research that contribute to your knowledge of place and your urban surroundings
Today I want to talk about a course called “Research Writing” that I teach in the First-Year Writing Program. Spring Semester Course that uses intellectual inquiry-driven research combined with a genre-based approach to writing. What this means, is that students are completing research, then putting that research into a context-specific situation (rhetorical situation) prompted by a writing assignment. The difference between this research writing and the traditional research writing is that the assignments engage with writing that appears in the public world, outside the academy. For example, in my course we focus on Boston. In a traditional research writing course, students might read historical accounts about the city in an attempt to better understand a specific social issue. From there, they might write a research report, explaining their thesis/theory for why this issue is relevant, important or a problem. In my course, we try to understand the problem and write to change it.
What this looks like in a classroom is that students might research a social issue in the cityEven Acting students can find an interest
Key words are highlighted—community, students, university, language, research, relationships, artIn a research writing class, partnerships can help to show the collaborative nature of research and to promote creative
CLI Fellow: Participated in a year-long program through the Boston Cares volunteer association to deepen civic engagement and acquire practical leadership skills. As part of the institute, we developed and produced resources for Boston Cares volunteers interested in starting corporate philanthropy programs. Project Leader: Act as a liaison between Boston Cares and non-profit organizations, as well as the lead volunteer and administrative contact at project sites. Lead and volunteer in service activities related to youth, literacy, the environment, homelessness and education.
Sections titled by theme—each group of 4 students wrote and edited their sections. These were “notes from the editors” to open up the section and introduce the writing.
Appointed to serve with this team of young professionals working with the City of Boston Redevelopment Authority Office to identify issues and develop creative solutions for citizens between 20 and 34.
So we knew we wanted to do service learning. I had a community partner. And I found Emerson Senior Jeannie Harrell, a Writing, Literature and Publishing student to design and produce the magazine online—in coordination with the students. She became a consultant and it was a collarborative effort.