Presented by Katherine Nordyke, Director Citizenship & Service-Learning Missouri State University

1. Civic Engagement & Service-Learning: Preparing Students to become Citizen Scholars Presented by Katherine Nordyke, Director Citizenship & Service-Learning Missouri State University February 12, 2015

2. Morning Session • Public Affairs - Mary Ann Wood • Civic Engagement – Kathy Nordyke • Service-Learning – Kathy Nordyke • Why Service-Learning • Types of Service-Learning • High-Quality Service-Learning • Myths about Service-Learning • Lunch • Collective Impact & Social Capital – Mike Stout • Afternoon Session • Defining your Service-Learning Project – Kathy Nordyke • Academic Integration • Collaboration and Classroom Logistics • Developing Service-Learning Course Syllabi and Projects – Kathy Nordyke • Resources Available – Kathy Nordyke • Q & A Civic Engagement & Service-Learning

3. Mary Ann Wood Director – Public Affairs Support Missouri State University Public Affairs

4. Ethical leadership • Goal: Students will articulate their value systems, act ethically within the context of a democratic society and demonstrate engaged and principled leadership. (Adapted from the Center for Ethical Leadership) • Missouri State is preparing students for the future by helping them understand the ethical dimensions of leadership and take what they learn in the classrooms and use it to help solve problems and bring about change. • Cultural competence • Goal: Students will recognize and respect multiple perspectives and cultures. • Missouri State helps students develop cultural knowledge in several ways. Study abroad programs, interactions with international students and opportunities to study different languages, histories and religions, help students broaden their horizons, build relationships and bring about better competition for the future. • Community engagement • Goal: Students will recognize the importance of contributing their knowledge and experiences to their own community and the broader society. • Goal: Students will recognize the importance of scientific principles in the generation of sound public policy. • Community engagement lets students branch out and see how the world is working through a different lens, giving them the opportunity to work with their communities and build up their ability to lead in their careers. Missouri State University’s Public Affairs Mission

5. Katherine Nordyke Director – Citizenship and Service-Learning (CASL) Missouri State University Civic Engagement: Where does it fit with Service-Learning?

6. When education takes a hands-on approach to learning, the result is a more informed, more involved community of future leaders. Service-learning brings substance to our democracy and strengthens the thread that binds our diverse nation. First Lady Michelle Engler, Michigan Civic Engagement & Service-Learning

7. Civic behavior is the important issues for the country. Democracy requires its citizens to take responsibility and be involved in solving problems, not just during times of crisis, but all the time. Service-Learning involves students in solving community problems, and at the same time, helps them learn and apply reading, writing, math, science, and social studies. Frank Newman, Visiting Professor – Brown University Civic Engagement & Service-Learning

8. The highest standard of an American education is how students use their academic learning to contribute to the advancement of a democratic society of “life, liberty, and the pursuit of happiness” for all. Service-Learning is exactly the vehicle for deepening academic learning of students as they make contributions to larger communities. Carl Glickman, chair, Program for School Improvement, University of Georgia Civic Engagement & Service-Learning

9. Civic engagementmeans: • Working to make a difference in the civic life of our communities • Developing the combination of knowledge, skills, values and motivation to make that difference • Promoting the quality of life in a community, through both political and non-political processes “Never doubt the power of a small group of committed people to change the world. That’s about the only way it has ever happened in the past.” Margaret Mead Civic Engagement

10. Civic Engagement Framework

11. Occurs through the development of the capacity for engagement within students/citizens • Can be taught and measured as civic learning • If we think of civic learning as having the components of knowledge, skills, and values we can get a better understanding of what it looks like: Civic Engagement

12. Civic Engagement

13. General abilities students develop through community engagement • Skills and abilities promote and foster: • Critical thinking • Communication • Public problem solving • Civic judgment • Civic imagination and creativity • Collaboration (a key component of leadership) Civic Skills

14. Consists of political, historical, and civic knowledge gained from both academic and community engagement • A key ingredient for civic knowledge is historical knowledge that contextualizes community-based experiences • Students gain civic knowledge through their interaction with communities Civic Knowledge

15. Justice and Equality for all • Appreciation for Diversity • Inclusive Excellence • Respect and Dignity for all • Commitment to participation in making the world a better place Civic Values

16. The underlying aim of civic engagement is to produce meaningful service and experiences for all involved participants • Reciprocal relationship between all involved parties • Community partners explain their needs • Students and faculty work with the community partners to find a sustainable ways to address their need • Experience serves as a common ground for students to enhance their scholarship, raise questions and explore alternative solutions with new social consciousness, not only in the classroom but as they move into the world as professionals How is Civic Engagement Taught ?

17. Civic Skills • Civic Knowledge • Civic Values In order to take Civic Action Civic Learning = Cultivating…

18. The objective of the “Citizen Scholar” model is to combine Academic Instruction with Implementation of Concepts Learned in the classroom into the localCommunity. “Citizen Scholar “ Model

19. Katherine Nordyke Director – Citizenship and Service-Learning (CASL) Missouri State University Service-Learning

20. Service-Learning

21. Service-Learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. (NYLC, 2001) Defining Service-Learning

22. Service-Learning

23. Service-learning is: • High Impact Program • Fosters and Promotes: • Social Capital in Communities Post-Graduation • Student Success • Student Retention • Skills, Sensitivities and Commitments necessary for effective citizenship in a global world – engaging students in community-based problem-solving and addressing social justice issues – locally, nationally, and globally Why Service-Learning ?

24. For Missouri State University: • Serves as a vehicle to advance the University’s mission in Public Affairs • Meets the University’s Long-Range Plan • Higher Learning Commission Self-Study Report • Deepens connections and builds relationships within communities Why Service-Learning ?

25. For Students: • Understanding course content • Get to know & build community • Gain experience • Strengthen career decisions • Network and build a strong resume For Community Partners: • See problems/issues being addressed through collaboration with the University • Increases awareness about the needs of the community partner and the services they provide • Benefit from the skills and knowledge the students bring to the table Why Service-Learning ?

26. Positive, meaningful, and related to participants • Involves cooperative rather than competitive experiences • Promotes skills associated with teamwork, community involvement and citizenship • Addresses complex problems in complex settings rather than simplified problems in isolation • Service-learning leads to attainable and visible outcomes that are valued by those being served Characteristics of Service-Learning

27. Occurs when students learn by actively engaging in experiences that have benefits and consequences, along with focused reflection (Missouri State Learning Standards, 2010) • Students experience practical applications of the material being taught, and develop new skills, attitudes, and ways of thinking - Service-learning falls under the broader umbrella of experiential education (National Youth Leadership Council) Service-Learning is Experiential Learning

28. What is Happening Now? http://www.youtube.com/watch?v=XTAfHBwW2mk&feature=player_embedded Service-Learning is Experiential Learning

29. Direct Service-Learning: person-to-person, face-to-face service projects in which the students’ service directly impacts individuals who receive the service from the students. Examples include: • Tutoring other students and adults • OTC; various K-12 schools • Conducting art/music/dance programs for younger students • Robberson Community School project • Helping others resolve issues • Safe and Sanitary Homes project • Giving performances on violence and drug prevention • Improving Educational Literacy opportunities • Focus First project • Improving neighborhoods and communities • Walkable Springfield Project Types of Service-Learning

30. Indirect Service-Learning: working on broad issues, environmental projects, community development-projects that have clear benefits to the community or environment, but not necessarily to individual identified people with whom the students are working. Examples include: • Compiling a town history • Working to restore historic structures or building low-income housing • Removing exotic plants and restoring ecosystems Types of Service-Learning

31. Research-Based Service-Learning: gathering and presenting information on areas of interest and need; projects that find, gather, and report on information that is needed within a community. Examples include: • Writing a guide on available community services and translating it into Spanish or other languages of new residents • Conducting longitudinal studies of local bodies of water; water testing for local residents; food insecurity projects Types of Service-Learning

32. Advocacy Service-Learning: educating others about topics of public interest - projects that aim to create awareness and action on some issue that is in the public interest. Examples include: • Planning and putting on public forums on topics of interest in the community • Conducting public information campaigns on topics of interest or local needs • Training the community in fire safety or disaster preparation • Creating advocacy and awareness surrounding Global Issues with local impacts • Global Poverty Project Types of Service-Learning

33. The service responds to an actual community need that is recognized by the community. The service is age-appropriate and well organized. The service is designed to achieve significant benefits for students and the community. High Quality Service-Learning

34. Collaboration • The service-learning project is a collaboration among as many of these partners as is feasible: • Students, community-based organization staff, support staff, administrators, faculty, and recipients of service • All partners benefit from the project and contribute to its planning High Quality Service-Learning

35. Student Voice • Students participate actively in: • Choosing and planning the service project • Planning and implementing the reflection sessions, evaluation and celebration • Taking on roles and tasks that are appropriate to their age High Quality Service-Learning

36. Civic Responsibility • The service-learning project promotes students’ responsibility to care for others and contribute to the community • By participating in the service-learning project, students understand how they can impact their community High Quality Service-Learning

37. Reflection • Reflection establishes connections between students’ service experiences and the academic curriculum • Reflection activities occur before, during, and after the service-learning project High Quality Service-Learning

38. Evaluation • All the partners, especially students, are involved in evaluating the service-learning project • The evaluation seeks to measure progress toward the learning and service goals of the project High Quality Service-Learning

39. High Quality Service-Learning is not Volunteerism; there is a distinct difference. • Service-Learning is NOT: • An episodic volunteer program • Only for high school or college students • One-sided: benefiting only students or only the community High Quality Service-Learning

40. Myth #1: Service-Learning is the same as student community service • Myth #2: Service-Learning is just another name for internships • Myth #3: Service-Learning is the addition of community service to an already existing course (Adapted from Michigan Journal of Community Service-Learning’s Service-Learning Course Design Workbook (2011) Myths About Service-Learning

41. It is the combination of both Civic Engagement & Service-Learning that instills leadership within students; inspiring and empowering students to go out into the world, as educated citizen leaders, and make a difference. Leadership

44. Mike Stout, Ph.D. Director Missouri State University Center for Community Engagement Collective Impact, Social Capital, and Sustainable Communities

45. Developing Service-Learning Courses and Projects Afternoon Session:

46. Course Design

47. What content do you hope to teach through this project (Academic Integration)? • How much time would you like to devote to the project (Scope)? • What community need does this project address? How will the community partner benefit from the project and be involved in project design/delivery(Reciprocity/Mutual Benefit)? • How will you evaluate your students’ learning and community impact during and after the project (Assessment)? • How will you share/pay forward the knowledge and/or artifacts created in your project (Public Presentation)? Questions for Consideration ?

48. Engagement: Working toward a public good • Reflection: Connecting the experience with the curriculum • Reciprocity: Community members are equal partners • Public Dissemination: Sharing finds/projects with the larger community and/or engaging in public dialogue (Adapted from Heffernan & Cone 2001, Campus Compact) Service-Learning Course Components

49. Course content and/or learning outcome(s) (relevance and integration)? • Community need (how do you know)? • Potential community partner (your contacts/networks)? • Length/depth of involvement(how much class time/site time)? • Preliminary ideas for deliverables or on-site projects (appropriate to the developmental stage of your students)? What’s Your Project?

50. How will you integrate the students’ experience with your course content/lesson plan(s)? What assignments or other work will be required of your students? • How will you incorporate pre-reflection/reflection into site visits and class time? • How will you archive materials for future educators/community partners who might be interested in replicating your project? Academic Integration