Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
-- John Hamerlinck
2
Contents
1. Introduction 5
JoAnn Campbell
2. Reflection 7
Facilitators: Keith Morton and JoAnn Campbell
5. Risk Management 63
Facilitator: Jeannie Kim-Han
6. Additional Resources 76
7. Facilitator Bios 88
5
Introduction
The other two issues urge the field to do even better what it already
does well—reflection and assessment and evaluation. While quality
service-learning has always required ongoing opportunities for
structured reflection to help students link their experiences with their
academic study, long-term community and campus partnerships
require even more nuanced practices. Keith Morton provides
scaffolding that should help readers take reflection to another level.
JoAnn Campbell
Minnesota Campus Compact
June, 2007
7
Reflection
Facilitators: Keith Morton
and JoAnn Campbell
The following two essays set the stage for a conversation about
reflection that includes finding ways to develop a coherent trajectory
of student reflections, assessing reflection, and how the process
differs in a co-curricular setting and a classroom. Keith Morton’s
essay describes the cognitive dissonance that motivates students to
reflect and the relationship between how deeply and frequently
students serve and what is possible to glean from reflection. JoAnn
Campbell’s personal reflection illustrates the challenges for faculty,
staff, and community partners who lead reflection on tough topics.
Service-learning pedagogy constructs a different kind of knowledge
that allows those in the academy to work on the challenges in this
world, guided by theory, but grounded in lived experiences.
Reflection helps students bridge those worlds.
Experience
I think the process of reflection starts well before the first journal
assignment, small group discussion or presentation. It begins, I think,
as the service sites are being selected and the service experiences are
being developed. I think of it as trying to bring my expectations for
what people in a class or group might learn into balance with the
types of experiences they might have. I might initially think of the
service I am developing for a course as a ‘‘text’’: how will it figure
into the course? What will we do with the text? How will we
demonstrate what we have learned by reading it? The limit to this
1
The point I most want to emphasize with this graph, however, is what
you cannot do: you cannot develop a cycle of action and reflection,
for example, unless you will return to the service site after reflecting
on prior experience, and put the new learning into practice. It’s an
obvious point, perhaps, but one worth keeping in mind. I have seen
many faculty and staff disappointed when a limited service experience
doesn’t bring about an ‘‘aha’’ moment or transformational experience.
Types of Service
ctitioners often envision the process as helping
students or participants make the leap from ‘‘charity to justice.’’ I
think this is a miscast typology. I’ve come to think that there are
several --- in my typology three --- paradigms of service: charity, project
and social change.5 Each of these can be done in ways that are ‘‘thin’’
and lack integrity --- diminishing everyone involved. And each can be
done in ‘‘thick’’ ways, with integrity. The measurement of integrity, I
also think, is relationship: are the relationships more whole than they
were when you began?
What distinguishes the three types of service is not so much the
activity done as the spirit in which it is carried out and the sense of
time that the participants bring to it. In some of the research I’ve
done, those who I identify as doing ‘‘thick’’ charity have a deep
commitment to relationship and understanding of a situation. They
attempt to be fully present for someone else. This has the potential to
be transformative for all parties. Most often, however, people doing
this deep form of charity don’t expect to change very much. They
have a sense, articulated by Daniel Berrigan, that ‘‘hope is out of
time.’’ That is, time is cyclical or teleological --- but certainly beyond
our human ability to know or control.
Thick forms of project service --- the dominant form for students’
service learning experiences --- is reflected in the nonprofit sector.
People identified as respected leaders in this type of work often have
a strong identification with what I call the ‘‘sweaty little body’’ sense
of time: at a certain time today, 30 (or 300) sweaty little bodies will
show up for our program and we had better be ready to work with
them. In other words, their sense of time is practical, linear,
incremental. Injustice, from this point of view, results from our not
being ready, from not having available the resources people need,
when and where they need them.
This typology --- or an alternative one you might have more faith in ---
matters, I think, because it suggests the possibility that we are not
trying to move our students from charity to justice, but rather trying to
help them find their own best, ‘‘thickest’’ expressions of service. I
assume that they serve for different reasons, see the world in different
ways, understand justice and make meaning in different ways. I want
them to understand the strengths and limitations of their perspectives
and to learn to draw on one another. In short, I see one important goal
of reflection being an effort to answer the question, ‘‘What type of
service is the most meaningful to you?’’
‘‘
guiding factor in theentire process of reflection 8
More often, as the diagram suggests, there is some open space in the
triangle. How do we then account for this space? Experience just is ---
it is always true. But are we interpreting it honestly and fully? Is there
some flaw or problem or disagreement in the literature that we have to
understand or come to terms with? Was there a problem with our
objective measure? This continual adjustment and experimentation is
reflection. We might think of reflection, then, as creating a space in
which people’s experiences are taken seriously --- as seriously as a
literature and objective data. Stories, emotion, values and history are
all allowed to ‘‘come tumbling into the classroom.’’ It is this process
that creates new knowledge.
Goals of reflection
17
%
We want people to engage their hearts and minds and bodies --- the
goal is to encourage people to go the next step. We have to learn to
construct a common, ‘‘public’’ space to which we add our
experiences, and engage in dialogue about what they mean. This leads
toward an inherently pluralistic perspective teachers or facilitators and
students/participants are ‘‘constructing’’ knowledge together, more
than they are trying to ‘‘get through’’ the knowledge base of a
discipline. Learning takes place in an ethical framework in which
justice is of central concern.
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Finally, it is a lifelong process. Activists Helen and Scott Nearing,
best known for their contributions to simple living, ecology and
nonviolence, summarized the life lesson they wished to pass on as
‘‘Wherever you are, do the best you can and be kind.’’ Reflection, I
think, is a way of engaging the world --- never finished, but basically
the same today, at the end of the semester, at the end of four years of
college, and at the end of a lifetime.
1
Morton, Keith. ‘‘Issues Related to Integrating Service Learning into the
Curriculum,’’ in Service-Learning in Higher Education: Concepts and Practices
Ed. Barbara Jacoby. Jossey Bass Publishers, 1996: 276-296.
Reconsidered.’’ Journal of Public Affairs. Special Issue: Service Learning and Civic
Engagement in Higher Education. Summer 2002.
3
Kurt Lewin, ‘‘Group Decisions and Social Change’’. Swanson et al. Eds, Readings
in Social Psychology. New York: Holt, Rinehart & Winston, 1952.
4
Morton, Keith, et al. Foundations of Experiential Education
Society for Experiential Education, 1998. (The text of this pamphlet originally
appeared in the NSEE Quarterly, 23, 3 Spring 1998: 1, 18-22. It is available
electronically at http://www.nsee.org/found.htm. )
5
Morton, Keith. "The Irony of Service: Charity, Project and Social Change in
Service Learning,"
Michigan Journal of Community Service Learning. 2, Fall 1995: 19-32.
Stanley, Mary. ‘‘Expanding the Commons: Civic Education Through Thought and
6
The next day in class I told that story, including my own chagrin
about wanting to steal and the realization that what I really needed
was time for myself. The importance and usefulness of that insight
convinced me what a rich learning environment such work typically
labeled “mundane” can provide if we are open to it and willing to
look at ourselves. I want my students to see the world metaphorically
and to find a lesson in every situation; reflection makes that possible.
If we don’t allow students’ and our own inner teachers to come forth
in service-learning settings, we may be missing an opportunity. In
“The Irony of Service,” Keith Morton establishes a typology of
different paradigms for service and claims that it is not up to us to
change or transport students from one paradigm to another, despite
the fact that education seems to be about changing students into
something else—lifelong learners, active citizens, productive workers,
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critical thinkers, etc. Rather, Keith argues that each paradigm can be
done well or not. If we create a circle of trust where a student can
truly explore her responses and construct her own meaning, we have
opened the opportunity for her to be an effective change agent in the
world--and to make the changes that emerge for her and seem crucial
to fulfill who she is today.
I've come to believe that trying to change anyone is a form of violence
that stems from my own fear and need to control. Palmer defines
violence as "any way we have of violating the identity and integrity of
another person" (169). That is, until we accept, embrace, and enjoy
students exactly where they are, there is little chance that a semester's
experience, however intense and well-planned, will transform them
into more caring, thoughtful, civically engaged people. We may have
had students who had the sought-after "aha” moment, seen the world
through different lenses, or whose lives have shifted dramatically
after a service-learning course. In order to be willing to let go and
make an attitudinal or behavioral shift, I would bet those students felt
accepted and cared for when they started that experience rather than
judged and seen as deficient,
Preparing to Facilitate
I must also apply that kind of acceptance to myself if I am to be an
effective facilitator. Here are a few ways I remind myself that I’m
perfectly capable of helping others think deeply about what they have
experienced.
Slow down— Margaret Wheatley says that the most radical thing a
leader in the 21st century can do is slow down. Deep reflection
requires the time and space for students to articulate what they
haven’t thought or felt before. The facilitator’s job is to create that
space, what Wheatley calls a “front porch,” in which to share ideas.
This can look very different from a rushed, syllabus-driven semester.
Ask honest questions. Years ago a friend from graduate school told
me about serving on a dissertation defense at her first academic job.
She tried really hard to ask questions that would impress her new
colleagues, but soon she found herself immersed in the topic and
asked questions she wanted to know. “Then I really did impress
them,” she observed. Students know when a question is leading and
when it’s open to whatever their answer may be. Also, the more I
focus on my performance—do I appear smart? insightful? wise?--the
less likely I am to hear fully what the person is saying and ask a
useful question.
Works Cited
Keith
It would be helpful to know a bit more about the context in which you
work and how this shapes your understanding and use of reflection:
Comment on Fear
JoAnn has a heading in her essay, "What is so scary about reflection?"
As I pondered Keith's question - "what was my worst experience with
reflection" - I found myself thinking that "fear of the unknown" is one
scary part of reflection. I never know how students (or colleagues) are
going to internalize an experience, what questions they will generate
for themselves and for others, and whether I will be able to respond
appropriately.
Comment on Evaluation
I believe that perhaps the most significant barrier to substantive, life-
changing, eye-opening (insert your adjectives here) reflection within
the context of higher education is the reality of the political dynamic
created by the fact that teachers must grade students. I have taught a
number of courses where 90% of the graded assignments are reaction
papers - written reflection that includes no academic language, works
cited, etc. I tell students that I am looking for 1) honesty, and 2)
evidence that they can connect what they are reacting to, to what they
already know and 3) show some depth to their analysis.
First year students and seniors seem to have equal levels of anxiety in
dealing with my request. I find that to get the best effort from many
students I have to set the stage for this series of reaction papers by
doing lots of exercises where students get use to the idea of
associating themselves with an honest opinion in a public space. We
do a number of what professional meeting-goers would call "ice
breakers" throughout a semester. This seems to help. There are,
however, always students who respond to even this simple kind of
activity as if they are being graded. It seems as though the sentiment
lurking in the background with a certain number of students is "If I
am completely honest I may be 'wrong', so I'll just say what might get
me a good grade."
Keith
I think this raises a real obstacle: grading. It gets in the way of
creating the sort of “safe space” that JoAnn and Parker Palmer talk
about. My experience is that it takes a lot of time and patience to
create that space – a process of unlearning has to happen as students
are learning the new way. And, no matter how much you try to keep it
muted in the background, the grade is always there, a symbol of the
differential in power between teacher and students.
Since I have to grade at my college, I’ve tried to make the best of it. I
try to acknowledge that it’s there, but to remove it from center stage. I
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think of a range of assignments, from private to public: the private
graded on volume or completion (say an intellectual journal); the
semi-public (leading or participating in a workshop, taking
intellectual risks in an essay or dialogue, for example) is graded more
on the risk taken and the effort made than on formal standards; while
the public assignments (a final project, presentation to a community
group) are graded on more conventional standards that include quality
of presentation.
Most of the time, the Foundation has enough points in it that everyone
could get full credit, at least in theory. Every so often, however, the
Foundation doesn’t have enough points – mimicking the real world.
Students get quite aggravated. One class even staged an in-class sit
down protest. Often a student or two who finds this unfair and who
has a strong sense of justice will refuse to participate – they don’t
believe in grading such a personal and authentic experience – and
leave their potential credits in the pool for the remaining students.
Comment on Grading
My thanks to the others for sharing their insights on this challenging
issue of reflection as it relates to grading/evaluation. My belief is that
all cases of reflection are opportunities for assessment. Two
strategies my co-instructor and I have used--which certainly aren't
completely innovative--are (1) tutorials; and (2) multiple drafts of
reflective writings.
The element that still challenges me and many of the faculty I talk to
is the actual assessment of the reflection on experience. I've had some
faculty experiment with rubrics.
Comment on Sequencing
Let’s address the notion of sequencing reflective activities for the
developmental level of the student. Should first year students be doing
a different kind of reflection than seniors? Can older students process
in ways younger students cannot? and if so, how do we build that into
a curriculum? (See the resource “Pattern of Response.”)
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What is a garden:
©Keith Morton
March 1997 / September 2003
“Our theories of poverty are true, but they are much like telling a
drowning person that to survive, they must swallow the ocean.” We
do not know poverty in a way that allows us to work on it effectively.
–Lakshman Yappa, cultural geographer
“Higher education believes that the world can be divided into two
domains: the domain of the problem and the domain of the non-
problem. It ignores the likelihood that its way of knowing is
implicated in the problem.” –Lakshman Yappa, cultural geographer
• Social knowledge
• self-consciousness
• domain of the problem
• a dimension of social action
Pattern of Response
1. The community neglects its children, and that’s why our help
is needed. Parents don’t, or can’t, pay enough attention to their
children. I am so fortunate to have what I have.
2. People outside the school don’t realize there’s a problem and
once they do, it will get fixed. Our/my volunteer effort will
add enough extra energy to the school to help tip things in the
right direction, and inspire others to pay attention (reading
Savage Inequalities, the Community and Schools, Raisin in
the Sun; ethnography assignments)
3. Someone in authority is at fault; we need to find out who this
is and call them to task. The most likely culprit is the principal
and the teachers who aren’t from this neighborhood. They are
bureaucrats and union members who don’t do any more than
they have to. The school needs caring, dynamic leadership.
4. It’s a political problem. Our service makes no difference. The
school board plays favorites and doesn’t have enough funding
to start with. People who don’t know anything about it make
too many decisions affecting the school. The principal has
little or no real authority.
5. The problem is systemic and too complicated. If you are poor
you get ignored. Where do you start? I feel guilty about what I
have. How do you overcome such institutionalized inertia?
33
6. Quit or find a way to accept that one is making a positive
contribution; that it’s a long haul, and you can only do what
you can do. Consciousness of the social, economic and
political dimensions of the system in which one is working.
Commitment to the relationships developed is primary,
sustaining, meaningful and sometimes transformational.
Reflection questions
How will your service affect you? How will it affect your
relationships?
• How will it affect your community?
34
• How committed are you (or not) to what you are doing?
• How does the community you serve perceive you?
• How do you feel about what you are doing?
• What engages you most? Troubles you most?
But the tale is, ultimately, mis-educative and I wish people would stop
using it. First, it is about a problem - starfish cast up by a storm - that
is apolitical (unless you stretch for the connection between pollution
and El Niño that might have precipitated the storm). There is seldom
any hesitancy or moral complexity in responding to a crisis caused by
natural disaster. It is the one circumstance in which charity can be an
unmitigated good. The story suggests that all problems are similarly
simple - that there is a path of action which is right and can avoid the
traps of politics, context, or complex and contradictory human
relationships.
Second, the story is about helping starfish and not about helping
people. It avoids, therefore, the shadow side of the service, the sticky
problem of who deserves our help. The starfish are passive; they have
no voice; they cannot have an opinion about their circumstances, at
least not that we can hear. This one is much like that one. Their
silence coincides with the fact that they can have done nothing (the
story suggests) to deserve their fate. In most of the situations where
this story is told, service is about people working with people: people
with histories, voices, opinions, judgment, more or less power.
Power Dynamics in
Campus-Community
Collaboration
Facilitators:
Luther Snow and John Hamerlinck
John
Welcome to the forum everyone. We’re pleased and honored to have
you here. I encourage all of you to be active participants by jumping
in on any discussion thread that compels you to respond. This is a
conversation, not a lecture. My co-facilitator Luther Snow and I are
here to throw some ideas out there and to keep the discussion lively.
We will each post some opening remarks and then wait for the
collected wisdom of all of you to create a dialogue that will benefit
everyone interested in community-building through
campus/community partnerships.
(Lappé, Frances and Paul DuBois. 1994. The Quickening of America: Building Our
Nation, Remaking Our Lives, San Francisco: Jossey-Bass, Inc.)
In physics, power is the amount of work done per unit of time. The
more energy you put in the equation, the greater the power. In
mathematics, ‘power’ is associated with exponentiation, a process of
repeated multiplication. Power in community is not that different. In
community partnerships, productivity and growth result from building
relationships. It is like Lappé and DuBois say, “The more you use it,
the more there is.”
Luther
Thanks for pointing us to the Quickening of America book, John. I
found it at the library and I really like it. It's got practical lessons
drawn from community stories and interviews with "regular people"
who have been thrust into extraordinary leadership. Yet it is
thoughtful about how these people experienced the dynamics of
power.
42
Here's an example of the positive power dynamics you are talking
about. I found a friend in the book, a pastor from Fort Worth, Texas
named Terry Boggs who got involved in a church-based organizing
network called Allied Communities of Tarrant. He relates how the
community was threatened when Texas Wesleyan College announced
it was moving to a more upscale part of town.
Comment on Book
In teaching a service-learning course structured around the use of
dialogue and a group advocacy project (besides the requisite 25 hours
service), I just began using "The Quickening of America." Each
week, I find the students excited about the readings and discussion,
which is a pleasure. The outline of the chapters fits very well with my
course intentions also.
Last week we read the chapter on power and it was very clear to the
students that while the old metaphorical structures about power were
not going away, they could choose a different metaphor. It was an
"empowering" experience--and will open naturally to their working
together in teams on a community advocacy project. The book is a
wonderful text for dialogue.
43
Luther
I think what you said about making a choice is really important. We
can choose to look at power as a zero-sum game, or we can choose to
look at it as an open-sum game. Sometimes it's really hard to choose
the open-sum approach, but it's still a choice.
1. Get more staff that work in the area to live in the area.
2. Create mixed-use neighborhoods surrounding these institutions that
provide services, shopping, entertainment and more to the institutions.
3. Move research and other ventures from the institutions onto the
local streets to provide a tax base, jobs, investment, and
storefronts/offices.
Luther
I like your ideas of walk-to-work, lively neighborhood, and research
commercialization. I know of no fast road to any of that.
Neighborhood change takes years, as does commercialization.
John
At the core of the power dynamics of partnerships is the concept of
power sharing. If we are simply coordinating schedules or
cooperating with someone else’s work, power plays don’t necessarily
rear their ugly heads. If, however, we are engaged in real
collaboration with its shared risk and shared accountability, then real
or perceived power imbalances are more likely to emerge.
Comment on Communicating
"Communicating: an active, open exchange of ideas"
Let's say you have a group of 8-15 folks meeting to discuss campus
and community working together to solve a problem.....lots of times
in this setting you have one person hogging the time with one issue,
or a presenter who uses up the whole hour, or 3-4 people who do all
the talking....
1. Have everyone state/write what their 1-2 expectations are for the
meeting prior to the meeting. Then, re-visit these at the end and see
what has been met or not met.
Luther
Right, and I think these interlaced contexts often shape
university/community dynamics. Often, though not always, the
campus folks are on the privileged end of the scale, and the
community folks are on the other end. On top of that, universities and
colleges are seen as highly resourced institutions compared to the
surrounding communities.
John
I couldn't agree more. It seems as though social justice-related
"teachable moments" could be incorporated into every partnership. I
believe a great example of balancing robust, discipline-specific
student outcomes with institutional examination of privilege is the
University of Massachusetts Lowell's Engineering department's
remarkable, Village Empowerment: Peru Project
(http://energy.caeds.eng.uml.edu/Peru/index.shtm)
Arrogance
John
We convened some focus groups across Minnesota a couple of years
ago. We asked people representing community-based organizations
what some of the barriers were to forming partnerships with higher
ed. institutions. A number of folks said that in general, they felt that
colleges and universities seem to form fewer personal relationships in
the community than people representing other community institutions
(for example K-12) - they also told us that campuses don’t initiate
enough of the partnerships that do exist that it shouldn’t always be up
to the community to initiate. Does anybody think that colleges and
universities are more arrogant than other community institutions?
Luther
Universities? Arrogant? In relation to communities?
Assessment and
Evaluation of Civic
Engagement
Initiatives
Facilitators: Christine Maidl
Pribbenow and
Dean Pribbenow
Christine
This week’s online forum begins by asking the most important
question ever:
When we analyze this question more closely, we see its two integral
parts:
So, let’s start the discussion by asking ourselves the critical question
to ask when we need to evaluate something: What do I want to know?
Evaluation 101
Christine
According to the National Service-learning Clearinghouse’s
handbook entitled, Educators’ Guide to Service-Learning Program
Evaluation
There are many resources and toolkits “out there” that we will share
during this week. For example, the following article is a very practical
overview about program evaluation. To read it, go to
http://pareonline.net/getvn.asp?v=9&n=8.
Citation:
Gajda, R., & Jewiss, J. (2004). Thinking about how to evaluate your
program? These strategies will get you started. Practical Assessment,
Research & Evaluation, 9(8).
To help us all understand what these look like in practice, think about
a program or initiative that you’re implementing.
• Identify one outcome.
• What activity or activities are you doing to accomplish that
outcome?
• What indicators will tell you that you’ve accomplished that
outcome?
Intention
Participant #1
At my university, we have embarked on a university-wide assessment
initiative in which all departments (curricular and co-curricular) are
asked to identify learning outcomes they wish to see in students by
the time they graduate. This has been an amazing process - complex,
confusing, but mostly motivating.
Christine
I am not sure if you are involved in any civic engagement/service-
learning initiatives at your institution, but if so, have you identified
any learning outcomes from those experiences or classes? Would you
be willing to share them with the group? Have others identified
student outcomes in their programs? How do these relate to your
evaluation?
53
Participant #2
You mentioned that the university-wide assessment initiative at your
university has been mostly motivating. In what ways has it motivated
you? What do you find yourself, or others, thinking about or doing
that was not thought about or done previous to the initiative?
Participant #1
The process has motivated us to be more intentional about our
practice. For example, as I design community service projects, our
new outcomes guide the planning of service and reflection activities.
We are in the initial stages, so I'm sure that the ways the process
affects us will continue to be revealed.
Participant #2
I'm not currently teaching courses but in an attempt to answer your
question of identifying any learning outcomes from experiences or
classes, I can use as a possible example the following from an
architecture design course which does incorporate service learning.
"In this course you will also continue to develop the sets of skills
necessary for competent design practice. These skills include working
in teams, working with clients, effective time management and
communicating your design ideas verbally, graphically and in
writing." Can this be used as an example of learning outcomes?
Christine
Absolutely-- those would be considered outcomes for students in that
particular class. To be honest, I've always struggled with how to
assess student learning, especially when they are learning "process"
things, such as working in teams, thinking critically, etc. It's so hard
to see and quantify. What have you done to measure your outcomes?
Participant #2
I know that this particular faculty member has used journaling as a
way to evaluate learning through reflection. However, this method
requires a great deal of commitment from the instructor to read and
respond to the journal writings. This faculty member has also
attempted to use video documentation and blogging as a way for
students to reflect and document on the learning process.
54
Participant #3
We are just beginning an evaluation of our program. We have five
citizen and faculty boards that connect community needs with
university resources. The boards make decisions on research projects
to fund (modest amount of funding) to bring researchers attention to
their issues.
Surveys, focus groups, and interviews are all useful ways to identify if
learning is occurring or what impact your initiative may be having on
those involved. Done well, they are useful ways to assess and evaluate
if you are achieving your intended outcomes.
What questions and ideas do you have regarding these data gathering
approaches? What examples can you share from your experiences?
More often than not, my sense of impact has come from anecdotes
that other faculty have shared; from students who have stopped by my
office to share successes; and occasionally from a community partner
who takes that time to pass along appreciation.
Participant #4
I want to ask a few questions about anecdotal evidence of civic
engagement in service learning settings. I've used some of the more
formal assessment instruments in my service learning projects and
classes, but I'd like to hear more about systematic observational
evaluations (if such protocols exist).
Dean
Thanks for your questions--and what great questions they are!
Christine and I talked quite a bit about this. Christine felt (as she
always does...;-) ) that rubrics would be the best answer (see the
chapter on rubrics in the Jann & Freed book on "Learning-Centered
Assessment---it's listed in the Tools & Resources thread; also she
posted an example of a rubric on 2/13 under the thread "Evaluation
101"). We looked through some of the resources we have in front of
us now and couldn't find anything that directly addressed your
question.
Participant #5
I'm interested in knowing whether tools exist that focus on evaluating
civic engagement outcomes over the course of an entire
undergraduate experience (as opposed to an individual course). Does
anyone know of any research on this area, or of particularly good
approaches that have been used in the past?
Dean
Others may have good ideas on this, but the approach that came to
mind for Christine and me was "Portfolios." It seems that trying to
capture "evidence" of learning and growth over an extended period of
time would necessitate an approach like this.
61
We gathered some resources/links on portfolios (see below), which
may be useful for you. Also, I know that IUPUI has been doing some
amazing work in the area of e-portfolios.
Finally, one program of interest that may be dealing with this is the
University of South Dakota's IdEA program (Interdisciplinary
Education and Action) at http://www.usd.edu/idea/. I'm not sure they
have the "civic learning" component, but they do set forth an
education plan that spans the Soph-Senior years, and they are utilizing
an e-portfolio system to capture students' work. Here are some other
resources:
Bridgewater College
http://www.bridgewater.edu/departments/pdp/pdp_evaluation.html
Syracuse's efforts:
http://honors.syr.edu/NewCurriculum/CivicEngagement.htm
Risk Management
Facilitator: Jeannie Kim-Han
Jeannie
Scenario
While at her internship, a student has an epileptic seizure and
collapses in the office. The HR director of the company calls the
university’s Center for Internships & Service-Learning in hopes of
getting emergency contact information. The Center does not collect
emergency contact information. The staff check the primary
university database of student records, there is no emergency contact
information. The university does not require that students file
emergency contact information.
Discussion
The above scenario is real. It occurred in summer of 2004 just eight
months after the Centers of Internships & Cooperative Education and
Community Service-Learning merged to become the Center for
Internships & Service-Learning (CISL). The above scenario was the
pivotal event which led to the changes of “managing” risk on our
campus.
What happened?
After almost 8 months of additional (the conversations around risk
began in 1995) conversations with the campus risk manager who also
happens to be a lawyer, it was decided that the university would:
1. Create a Learning Agreement which would be signed by
the partner organization and the university and
2. Have students sign a Consent Form before participation
in any off-campus credit-bearing activities.
So why aren't we doing these and other things that might help to
reduce risk? It's a cost benefit analysis that we had to undertake and
also had to be a bit more calculating as to whether or not it would
truly decrease or better manage risk or just open the university and its
staff to more liability. Why do you think that might be?
Participant #1
Although I have contact information for my VISTAs while they are
on a spring break trip with some of our students, it is unnerving to
think about any loopholes in the system. If someone calls our
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president's office with an emergency, for example, would they know
to call me to get the information? Or if they call the dean of students
office, would they know? What if the secretaries are on break? Risk
management is often about communication management.
Jeannie
I couldn't agree more! So how would your President's office respond?
Jeannie
I am going to focus this conversation on the forms that CSUF uses
and why. I will try to be as thorough as possible in describing how
we came to these decisions. I will be spending most of the discussion
on the Learning Agreement and Consent Form.
Issues in Implementation
1. The first issue we encountered was severe resistance from the
Deans of the 7 colleges at the university. They felt that because of the
worker’s compensation language (requires $1 million coverage (each
occurrence) for General Liability Insurance and $2 million minimum
coverage for General Aggregate; Workers’ Compensation Insurance),
non-profits, small businesses and self-insured government entities
would not want to sign the agreements. The Deans were also
concerned with how companies would perceive this language – not
being very partner oriented and debated as to whether or not this
would damage CSUF student chances of getting high quality
internships. Service-learning they were less concerned with since it
did not have the same scope of impact as academic internships.
Because we know that students are not apt to read the entire
document, we are currently considering a quiz students will need to
take before they are able to sign off on the consent form to
demonstrate knowledge and understanding of what they are being
asked to sign.
Participant #2
I agree that we cannot anticipate every possible situation at a site.
However, I learned through a conversation with a colleague that if the
school shows it has made an effort in terms of notifying students
about risks, then that is some protection for the school. Is that true?
Jeannie
That can be one view of the situation. Our Risk Manager put on his
lawyer cap in answering this question when we posed it to him amidst
our discussions. His opinion was that if the university with its limited
resources did an inadequate job of finding out what the risks were and
thus didn't inform the student adequately, the university could be
liable in more ways than one.
First, because the attempt was made, the student could perceive
that what the university representative told him was all there was to
know about the risks involved and thus not look further and become
more well-informed. For example, if a student was tutoring in a
neighborhood where several rapes had taken place, what
responsibility does the university have in informing the student?
Even if the rapes were not happening at the time when the university
representative informed the student of the risks, could the university
be held liable if the student were raped? Possibly. Who could get
named in the suit? The university representative could be one; she
"knew" that the neighborhood was "risky" because she had informed
the student of some risks.
Database Processes
The approval process is only for academic internships and does not
apply to service-learning courses.
This electronic verification system is new and has never been tested in
a court of law. Until that time, we will not know whether or not this
is a valid enough method for having "signed" Student Consent Forms.
We currently CANNOT have online "signatures" with the Learning
Agreements between organizations and the university. All such
contracts and agreements must still be executed with a "wet" signature
by both parties.
Faculty will be able to use this feature to track and see whether or not
students are completing all hours toward the end or if they are
dispersing their hours throughout the semester. Faculty will also be
able to generate a report on hours via their portal.
Final Thoughts
I thought I would leave you with these questions as you think about
managing risk for experience-based activities. Some of these are
from CSU's Best Practices for Managing Risk in Service Learning
manual (there is a link in the Resources section of the forum) and
others are just some of the questions that we've asked ourselves here
at CSUF as we developed our policies. I hope you find them helpful.
Last thought, our risk manager as well as others tell me that risk
management is a balance. That by beginning to manage the risk, we
are potentially opening ourselves up to more risk by being more
knowledgeable and therefore more responsible for those things that
might happen. Each person, office and university has to decide what
you are comfortable with and what the balance will be to protect our
students, partners, the university as well as ourselves.
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Additional Resources
Reflection
Selected Bibliography
Campus Compact
www.compact.org
Books
Articles:
Eyler, J., & Giles, D. (1999). Where's the learning in service learning?
San Francisco, CA: Jossey-Bass.
Eyler, J.S., Giles, D.E., Stenson, C.M., & Gray, C.J. (2001). At a
glance: What we know about the effects of service-learning on
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college students, faculty, institutions and communities, 1993-2000:
Third Edition.
http://www.compact.org/resource/aag.pdf
Survey Resources:
Interview Resources:
Gelmom, S.B., Holland, B.A., Driscoll, A., Spring, A., & Kerrigan, S.
(2001). Assessing Service-Learning and Civic Engagement:
Principles and Techniques.
About Rubrics:
Rubric Examples:
Service-learning Rubric
http://www.uen.org/Rubric/rubric.cgi?rubric_id=359
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Risk Management
Articles by Michael B. Goldstein of Dow, Lohnes & Albertson, pllc
http://www.dlalaw.com/site/bio_1.asp?section=2&subsection=2&seq
a=0&seqb=0&PgID=mbg
St. Edwards University - Uses a check system for when to use certain
forms.
http://www.stedwards.edu/risk/when.html
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Facilitator Bios
JoAnn received her Ph.D. from the University of Texas at Austin, her
MA from Penn State, and her BA from Valparaiso University, all in
English. She was on the faculty at Indiana University, co-founded the
office of service-learning, and served as chair of the executive
committee of Indiana Campus Compact. JoAnn serves on the
volunteer advisory board of Habitat for Humanity Twin Cities and is a
volunteer spiritual director with City House, a nonprofit that serves
those on the margins of society.
Luther Snow is the author of the books The Power of Asset Mapping
and The Organization of Hope: a Workbook for Rural Asset-Based
Community Development. Luther specializes in asset mapping and
"open-sum" methods and approaches, serving as a member of the
faculty network of the Asset Based Community Development
Institute. He has been a community developer and organizer for over
30 years, starting with grassroots organizations in inner city Chicago.
He now consults in the United States and Canada with a wide variety
of groups, including rural and small town communities, and
congregations, denominations, and faith-based coalitions.
The Campus in Community Civic Dialogues were made possible through a grant from Learn and Serve
America, a program of the Corporation for National and Community Service.