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Ashoka U exchange

Ashoka U exchange. February 26, 2011. WORKSHOP:. Social Innovation with Communities: Integrating Social Entrepreneurship, Service Learning, and Civic Engagement. Discussion Structure. Introduction Three Stories Small Group Discussion Large Group Discussion Key Take-Away Points.

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Ashoka U exchange

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  1. Ashoka U exchange February 26, 2011

  2. WORKSHOP: • Social Innovation with Communities: Integrating Social Entrepreneurship, Service Learning, and Civic Engagement

  3. Discussion Structure • Introduction • Three Stories • Small Group Discussion • Large Group Discussion • Key Take-Away Points

  4. Presenters • Michele Kahane, Milano Management, The New School • Kristin Joos, Center for Entrepreneurship & Innovation, University of Florida • Cynthia Lawson, Parsons Design, The New School • Fabiola Berdiel, Graduate Program International Affairs, The New School

  5. Context Setting • Diverse models of university-community engagement: service learning, civic engagement, social entrepreneurship • Emerging Vision: university as hubs for social innovation in communities, harnessing their creative and intellectual capacities in partnership with communities to innovatively & sustainably address the social, environmental, and economic challenges confronting society • A compelling case

  6. Three Stories • Streetlight Program for Adolescent Palliative Care- Kristin Joos • Solar Decathlon • Michele Kahane • Development through Empowerment, Entrepreneurship and Design • Cynthia Lawson & Fabiola Berdiel

  7. Three Stories • Brief Description • Intended Learning Outcomes • Expected Community Outcomes • Challenges that presented themselves • Key Innovations in Pedagogy

  8. Streetlight: Adolescent Palliative Care • Brief Description: Overview & Context • Honors Intro to Social Entrepreneurship course • Spring 2006, 15 week semester, 25 students • Students from diverse disciplines • Nascent Social Venture, launching as program at local research hospital • One staff (the director) • Budget of less than $5000

  9. Streetlight: Adolescent Palliative Care • Goals (expected outcomes for students & community) • Students • Community involvement, systems thinking, strategic planning, creativity given limited resources, building teams, and sense of purpose • Streetlight • Co-create action plans for programming to address the Director's stated needs & hopes

  10. Streetlight: Adolescent Palliative Care • Innovations in Pedagogy • Brown visited the class & presented her vision for Streetlight & the challenges she faced • Students worked in teams, each coming up with their own ideas • Teams presented their action plans • Brown selected “the best”/most feasible • 6 students continued to work as volunteers/interns • Note: one team did their own project: Impala Development Service, for which they won a $10,000 Projects for Peace grant

  11. Streetlight: Adolescent Palliative Care • Challenges & Strategies to overcome • Students: • length of semester • undergraduate students from multiple disciplines • tried to leverage as advantage (interdisciplinary, bringing different perspectives to the table to complement each other) • Community Organization (Streetlight): • nascent • lack of budget & resources • again, tried to leverage as an advantage in that students could come up with a wide-range of ideas

  12. Streetlight: Adolescent Palliative Care • Outcomes: now, 5 years later, Streetlight has: • 2 fulltime staff (Director & Assistant Director), 2 part-time interns, 2 part-time CF project interns • $125,000 budget for materials, supplies, travel, etc. • 20-35 patients/day, ages 13-25 (550 “Frequent Flyer” patients (Cancer, Cystic Fibrosis, Sickle Cell Disease) • 8 rooms on the designated “Streetlight” wing, 10 more under construction • 18 laptops, 25 videogame consoles, 1200 movies, 300 videogames, 600 CDs in Library • 72 volunteers, 42 hours+/week of activities (3pm-9pm Monday – Sunday), many events each week

  13. Solar Decathlon at the New School Biennial international competition sponsored by the U.S. Department of Energy Empowerhouse - A multi-disciplinary team: urban policy, organizational change management, and nonprofit management engineering, architecture and design. Goals: real-world problem solving, think creatively, build collaboration and strategic alliances http://www.newschool.edu/solar-decathlon/

  14. Solar Decathlon at the New School • Innovation in Pedagogy • New paradigm: affordable sustainable housing (innovative design, strategic partnerships providing pathway to scale) • 11 courses over 2 years, 200 students • Architecture, lighting, product design, community development, Fundraising, organization change management, finance, marketing • Multiple partners: HUD, Habitat for Human, Stevens, Deanwood neighborhood groups • Solutions

  15. Solar Decathlon at the New School • Challenges: • Scheduling • Cultural differences between disciplines and organizations • Power issues • Semester structure • Solutions • Planning, team building, project management

  16. DEVELOPMENT

  17. EMPOWERMENT

  18. ENTREPRENEURSHIP

  19. DESIGN

  20. GOALS • Multi-disciplinary teams of students and faculty work with groups of indigenous artisans and professional designers in the developing world to • support artisans in building sustainable craft-based income-generating opportunities. • create diverse immersive hands-on ‘real world’ learning opportunities for students and faculty across The New School

  21. PEDAGOGY exposing students to real life situations facilitates the storage and carriage of practical experiences into the future knowledge exchange students and communities as experts and agents of change

  22. COURSE: Designing Collaborative Development multidisciplinary undergraduate graduate diversity

  23. COURSE: Designing Collaborative Development sustainable development social entrepreneurship business media communication / documentation design of products program development and project management community development models facilitation in informal settings PROTOTYPING

  24. COURSE: Designing Collaborative Development role-playing simulation: donors, NGO, community prototyping: designing with communities in mind project design: implementing theory into new models workshop design: facilitating collaborative prototyping with community

  25. CHALLENGES: Collaboration The rush to make tangible products sacrificed the long-term sustainability of a true collaboration. Lack of continuity with membership of community collaborators - with whom are we working? University team perceived as tourists or potential funders, not necessarily collaborators. Lack of clearly defined roles and responsibilities for university, NGO partner, local government, and community from day 1.

  26. CHALLENGES: University Lack of support for ongoing projects (institution looking for the “new” factor) Difficult to find cross-university collaborators - faculty tend to want to lead or initiate. Momentum fades throughout the year when focus is only on summer fieldwork. Course deliverables for diverse (levels and majors) classroom.

  27. Small Group Discussion • Share your practices • Describe a course project that exemplifies university-community partnerships that create outcomes that are transformative for both communities & students • ...or one that you are hoping to develop

  28. Large Group Discussion • Refer to Ashoka's learning outcomes handout & to the examples you discussed in small group: • What was a particular learning/community outcome you were seeking to achieve? • What was a challenge you experienced? • How did you try to address it? • What educational innovations are needed to improve outcomes?

  29. Key Take-Home Points -develop ongoing partnerships between faculty & community organizations to teach social enterprise… time & effort to prepare these relationships -help students to understand that the health/wellbeing of the community is connected to their own health/wellbeing -teach students teambuilding tools in the classroom so they can model them when overcoming challenges while working in the community -address issues about working with community partners openly… talk about it (race, cultural differences, socio-economic status, etc.) -how to garner students’ enthusiasm for working in community & offer assistance in facilitating their work (so as not to risk what might happen if/when they try to do this work on their own).,. Institutional accountability (to avoid “service learning pollution”).

  30. Contacts • Michele Kahane kahanem@newschool.edu • Kristin Joos kristin.joos@warrington.ufl.edu • Cynthia Lawson lawsonc@newschool.edu • Fabiola Berdiel berdielf@newschool.edu Please “sign in” and we will follow up via email.

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