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Not Just for Undergraduates Community Engaged Teaching and Learning Current Data and Prospects

Not Just for Undergraduates Community Engaged Teaching and Learning Current Data and Prospects. Graduate Affairs Committee Tuesday, January 28, 2014 Mary F. Price, PhD. Director of Faculty Development IUPUI Center for Service and Learning. Community-Based Learning.

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Not Just for Undergraduates Community Engaged Teaching and Learning Current Data and Prospects

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  1. Not Just for UndergraduatesCommunity Engaged Teaching and LearningCurrent Data and Prospects Graduate Affairs Committee Tuesday, January 28, 2014 Mary F. Price, PhD. Director of Faculty Development IUPUI Center for Service and Learning

  2. Community-Based Learning Not all community-based instruction is service learning. • Field work experiences • Cooperative Education • Internship • Practicum • Service Learning • Pre-professional field experiences, Clinicals, Student Teaching • Applied Learning • Experiential Learning • Student Engagement Location of activity is insufficient….

  3. What do we mean by “service learning”? • Service learning is a course or competency based, credit-bearing educational experience in which students • a) participate in mutually identified service activities that benefit the community, and • b) reflect on the service activity in such a way as to gain further understanding of course/academic content, a broader appreciation of the discipline, and an enhanced sense of personal/professional values and civic responsibility. (Bringle and Clayton, 2012, adapted from Bringle and Hatcher, 1995)

  4. Flavors of Service Learning • Amount of service • Community partner selection • Direct/indirect service • Domestic/international setting • Community-based research • Disciplinary/ Interdisciplinary • Some internships • Both undergraduate & graduate/professional level

  5. Conceptual Limitations • Historic emphasis on undergraduates • Issues of language (service, community-based, community-engaged, participatory, etc.) • Masks key curricular and faculty issues for research universities and professions • Faculty pipeline (preparing future faculty) • Preparing future professionals, researchers and faculty for future societal conditions and demands (includes but is not limited to labor conditions) • Social trustees of knowledge

  6. Institutionally, how do we connect connect the dots? • How do we know we are doing “it” well? • What are the “its” we are trying to accomplish? • How do we know if the “it” aligns with our institutional, departmental, organizational values related to community engagement and graduate/professional T/L? • How do we best deploy resources of the right types to enhance/diffuse/expand/sustain instances where “it” is working? • How can these processes be monitored at various scales at the Center or institutional level? • How do we support critical reflection on the process and outcomes of engagement?

  7. Sample Experiential Learning Transcript Notations (refer handout) • Organized Community Service • Significant Time in Community • Immersed in Different Culture • Community-Based Resrch & Org'd Community Service • Significant Time in Community-Based Research • Community-Based Research in Different Culture • Significant Time in Organized Community Service • Org'd Community Service Immersed in Different Culture • Significant Community Time Immersed in Different Culture Pre-date RISE Challenge course tags.

  8. New Approaches to Monitoring Needed… No single data source on campus captures the information our Center needs to connect the dots related to SL…

  9. Data Sources

  10. Our Journey….Continues

  11. An unexpected development…

  12. Service Learning at IUPUI 2012-13

  13. What Does This Effort Yield?

  14. Contributions to Community Capacity Building Calculations based on the standard volunteer rate (Ugrad) and Pro Bono rates (Grad/prof.).

  15. What does this effort yield? Participation Rates by Faculty

  16. An Opportunity and a Challenge to Get at Process 38% (n=189/501) of course sections included in the 2012-13 Inventory included additional descriptive tags. The rate is higher for graduate and professional level course sections (N=35/73); 48% include additional tags

  17. An Opportunity and a Challenge to Get at Process 38% (n=189/501) of course sections included in the 2012-13 Inventory included additional descriptive tags. • Most of these descriptors likely inherited from previous semesters… • We have a basic structure but… • Do faculty know about it? Do chairs and course recorders? • Do they understand the structure and what it implies? • Do they want to know…question of relevance? • Is the system flexible to allow for shifts in the deployment of specific teaching strategies? • Is there agreement on what these terms mean in practice and within departments?

  18. Why More May Not Always Be Good…. Ever increasing numbers of students in SL may not be the best goal: • For partners • For students • For faculty/staff • For campuses/ communities Efficient & effective must be considered in the context of workload, roles, values and capacities for all involved…… This question is not unique to SL as an HIP…

  19. Questions Raised For GAC • Awareness? • Relevance? • Recruitment and Retention (faculty and students)? • Policy Issues and Faculty Oversight? • Best Practices? • Outcomes and Monitoring? • Impact? • Is there a way the CSL can better support your individual or collective goals?

  20. Upcoming • 2013-14 SL Inventory Data Collection—begins in mid-March • Call to Action - to Deans and chairs, mid-late February • Want to learn more or to inform the process? • Monday, February 24th, 2014 (noon – 1:30 p.m.) • Wednesday, February 26th, 2014 (9 a.m. – 10:30 a.m.)

  21. SCALAR PERSPECTIVES: DepartmentalGWCHS/IUPUI Partnership -Partial Network View…using SL Course Data • One of IUPUI’s signature comprehensive partnerships: University-Assisted Community School model • Institutional resources: staff, funds, scholarships • Significant community buy-in and participation: School liaison, parent network, community advisory council

  22. IUPUI/GWCHS Partnership: Digging into a collaboration • Questions Raised: • Many faculty sending their students to multiple partners…implications for practice? • How engaged are these faculty with GWCHS? • Is there a tendency toward more transactional connections working a specific levels of the curriculum? • Is the weight of student supervision falling to teachers and staff at GW? With so many students, is the load too much? • How might IUPUI and GWCHS work together to enhance scaffolding of SL at GWCHS? Nursing Sociology Education Geography Health, Phys Ed, & Recreation Circles = faculty Squares = community partners Line thickness = number of course sections

  23. 2012-13 IUPUI SL InventoryParticipation Rates by Faculty

  24. Faculty Workload (gender concerns) Icon Size= total student service hours supervised by an individual faculty member. Male Female

  25. Faculty: Gender/Status Dynamics Associate Faculty/Staff/Graduate Lecturers/Clinical Tenured/Tenure-Track/Emeritus Male Female

  26. Questions? Contact Information: Mary Price, price6@iupui.edu Steve Scally, sscally@indiana.edu IUPUI Center for Service and Learning

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