Gulf South Summit Pre-Conference Workshops
Service-Learning 101, Pre-Conference Session: Service-Learning Directors: Expectations and Goals, Shirley Theriot, director of the Center for Community Service Learning, University of Texas at Arlington; Mary Beth Lima, director of the Center for Community Engagement, Learning and Leadership, Louisiana State University; Tom Schnaubelt, executive director of the Haas Center for Public Service, Stanford University
Shirley, Mary Beth and Tom, university directors of service-learning and community engagement, will conduct a panel discussion regarding the expectations of a service-learning director with respect to building relationships; finding support; coordinating faculty, student and community interactions; and enabling faculty research. Panel leaders will begin by sharing their experiences, both challenges and successes, as they worked to build viable and dynamic centers.
If you coordinate service-learning at your institution, come and join this open discussion. Let's exchange ideas about strategies, important tips, political lessons, and lessons learned to build program capacity. There will be great handouts and discussion!
Democratic Engagement in a Technocratic World: Fulfilling the Potential of Service-Learning and Community Engagement, Patti Clayton, senior scholar with the Center for Service and Learning, Indiana University-Purdue University, Indianapolis
Patti invites Summit participants to join her in a series of opportunities at this year's conference to reflect on how best to enact reciprocity--understood as “co-creation”--in the concrete practices of service-learning and community engagement.
Sigmon's seminal 1979 article establishing the core principles of service-learning made explicit that all serve and are served, all teach, and all learn. Thirty years later, the Democratic Engagement White Paper (Saltmarsh, Hartley & Clayton, 2009) conceptualized a paradigm shift from technocratic to democratic community engagement, with a key element being the distinction between the hierarchical, deficit-based doing "for" approach and the reciprocal, asset-based thinking and acting "with" approach. Democratic engagement positions all participants as "teachers, learners and leaders" (Mondloch, 2008/9), indeed as "co-learners, co-educators and co-generators of knowledge” (Jameson, Jaeger & Clayton, 2010).
Breaking into Print: The Nuts and Bolts of Publishing Your Community-Engaged Scholarship, Editors: Jeffrey Howard, Michigan Journal of Community Service Learning; Trish Kalivoda, Journal of Higher Education Outreach and Engagement; and Cassie Simon, Journal of Community Engagement and Scholarship
Editors of three prominent journals will discuss their views on what constitutes important or cutting-edge research, interdisciplinary knowledge and applied pedagogy in our diverse and emerging domain of service-learning and community engagement. They will offer practical tips on positioning one’s work, what “counts” in terms of tenure and promotion, and new multi-media modes for disseminating one’s work. Participants will be encouraged to bring manuscripts or prospective work to the workshop for feedback.
Funding Both Sides of the Ivory Tower, Mary Beth Lima, director of the Center for Community Engagement, Learning and Leadership, Louisiana State University
Participants in this interactive workshop will learn the basics of funding, including how to (1) locate potential funding sources, (2) determine how much funding you need, (3) develop a fundraising plan and (4) write successful proposals. Information will be useful to community partner organizations as well as university service-learning students, faculty and offices of civic engagement.
Citizen-Leader Development Through Community Engagement, Cathy Hamilton, director, Office of Leadership and Service-Learning, University of North Carolina—Greensboro; Kim Shaver, Center for Civic Engagement, Leadership and Service, University of Louisville
In this interactive workshop, we explore how to be more intentional in crafting experiences that are appropriate to furthering students’ stages of development. In other words, what does community engagement look like for a first-year student in comparison to a senior? How intentional are the experiences we craft for the students in furthering them on the citizenship “continuum”? Are we crafting experiences that move students to more complex models of citizenship, community engagement and leadership identity?
Using Susan Komives’ Leadership Identity Development model overlaid with Westheimer and Kahne’s three levels of citizen engagement, we will focus on ways in which we can become more intentional in designing our community engagement programs to broaden students’ mental models of both leadership and citizenship.
Tapping the Resources of Campus Compact, Maureen Curley, executive director, Campus Compact
Campus Compact will offer a pre-conference workshop that will focus on the benefits of joining the Compact. Executive directors from throughout the Campus Compact network will engage participants in a discussion about the future of civic engagement and how Campus Compact can help them move their service and civic missions forward.