“Got recommendations for your favorite community partner-authored articles on the subject of partnering with colleges & universities? Case studies + storytelling pieces would work. Stoecker & Tryon’s Unheard Voices is one of my faves for highlighting community partner voices + giving us higher ed folks clear action items, but I’m hoping for some more contemporary pieces that’re actually written by (as primary authors or co-authors) community partners. ”

Responses:

Please take a look at a study we did (now nearly 20 years ago), that is on our website. We led the largest community partner study (at the time) in California. You can find the executive summary, as well as the full report, that you may download. The focus group protocol is there in case anyone wishes to replicate the study, or use similar questions or formats.

Here are a couple of references I like that are co-authored with community partners:

• Arango, O., Flores, S., Gallo, S., Lara, M., Link, H., Arreguín, D., & Peregrina, I. (2016). Un trago dulce pero adentro con sabor amargo (A Bittersweet Swallow): Constructing Counterspaces to Explore Undocumented Status Across Academic, Family, and Community Spaces. Diaspora, Indigenous, and Minority Education, 10(4), 228–241. 
• Méndez, M., Flores-Haro, G., & Zucker, L. (2020). The (in)visible victims of disaster: Understanding the vulnerability of undocumented Latino/a and indigenous immigrants. Geoforum, 116, 50–62. https://doi.org/10.1016/j.geoforum.2020.07.007
• Campano, G., Ghiso, M. P., & Welch, B. J. (2016). Partnering with immigrant communities: Action through literacy. Teachers College Press.
• Our piece on the Family Math Project, co-authored with partners at New Labor community organization.

To build on the examples shared so far, I’d like to recommend a journal that many may not be familiar with.  Indiana University Indianapolis’ Engage! Journal has prioritized community authors alongside academic voices as central to their’s journal’s approach.  Rather than lifting one piece up, I’d invite perusing through any of their issues to see how the editors and authors have approached negotiating the power dynamics and myriad issues that can place road bumps in the way of joint authorship. The current issue under production focuses on the topic of reparations and reckoning in local and global contexts.

One of my favorites: Bach, J., LeSaicherre, C. C., & Morris, K. ALAN v43n1-The Book Battle: Using Service Learning to Collaborate with a Young Adult Library. It’s a co-authored article from a faculty member, a community partner, and a student participant.

In addition to Unheard Voices, I highly recommend: Rewriting Partnerships: Community Perspectives on Community-Based Learning by Rachael W. Shah.

It’s a Matter of Trust: How Thirty Years of History Prepared a Community-Based Organization to Respond to the COVID-19 Pandemic

Hoping to gain some insight from you all about any incentive structures you have for faculty who teach community-engaged / service / community-based learning courses. Stipends? Course releases? Other kinds of funding? We currently offer stipends for course development through a year-long cohort program but not for teaching the course(s) semester over semester.

The responses can be found here: Faculty Incentives Responses.xlsx

Here are the responses:

Here are some resources and research I’ve found helpful on these topics related to full engagement and inclusive excellence impacts supported by community engagement.

Miller, D., Dolson, T., Gale, S., Howard, A. (2018). Supporting inclusive excellence through community-engaged scholarship and teaching (White paper). University of Richmond: Bonner Center for Civic Engagement.

Sturm, S., Eatman, T., Saltmarsh, J., & Bush, A. (2011). Full participation: Building the architecture for diversity and public engagement in higher education (White paper). Columbia University Law School: Center for Institutional and Social Change.

This policy brief addresses some of the important questions you and your colleagues are asking, and I’m sure others, will be interested in your findings.

Don’t miss this new article in the Michigan Journal of Community Service Learning: “Civic Learning Through a Lens of Racial Equity.”

Here are the responses:

Jen Magee, Swarthmore University: You can view the tool we use here. In 2018-2019, the Lang Center constructed a survey informed by the Campus Compact Community-Based Learning – Community Partner Survey and the Carnegie Classification for Community Outreach and Engagement. Every other year since then, we have gathered insights into community partnership impacts, areas for growth, and challenges that might not otherwise be brought into the informal, ongoing conversations that are commonly a feature of our campus-community partnerships. Also, after the responses are received, we convene with partners to review the data, discuss findings, and share ideas for enhancing the partnership and advancing shared goals.

Roudy Hildreth, Ph.D. CU Boulder: Here is an article me and my co-author’s offer an introductory frame to name different dimensions of impact. There is not a question bank, but a table.

Joy Doll, Creighton University: Hi all, this might be helpful.

Barbara Moely, Tulane University: Devi Miron and I published an article on community partners’ impressions of their university collaborations, in Volume 12 of the Michigan Journal. You can see it here.

Eric Hartman, Haverford College: Here are a few recent resources related to the fair trade learning approach to ethical partnerships and their assessment. Several institutions use this approach both domestically and internationally, though less has been written about it domestically. The Gendle et al., piece below really advances the full question bank approach.

Amerson, R., Parker-Manderson, J., Garrison, C., Finleyson, S., Kunkle, M., & Santos Dominguez, C., R., (2021). Fair trade learning evaluation of a global partnership. Journal of Community Engagement and Higher Education, 13(1), 27 – 38.

Eichbaum, Q. G., Adams, L. V., Evert, J., Ho, M., Semali, I. A., & van Schalkwyk, S. C. (2021). Decolonizing global health education: Rethinking institutional partnerships and approaches. Academic Medicine, 96(3), 329 – 335.

Gendle, M. H., Senadeera, B., & Tapler, A. (2023). A novel instrument for the community-centred assessment of outcomes resulting from visits by foreign student groups. Gateways: International Journal of Community Research and Engagement, 16(1), 1–9.

Reynolds, N., MacCarty, N., Sharp, K.V., and Hartman, E. (2022). Using the Fair Trade Learning framework to improve the outcomes of engagement between universities and off-campus partners: Applications and implications for program design. Advances in Engineering Education, 10(1): 1 – 31.

And an overview.

Here are some of the responses:

Director of Community Engagement and Bonner Leaders, University of Lynchburg: We were given a “charge” letter from our President for our Advisory Board. Since our Board started in the midst of Covid, we will have our first in person meeting in a few weeks; we meet quarterly.

Dissertation Dish: An Exploration of Two Community Advisory Boards Within Community Engagement Centers at Institutions of Higher Education with Dr. Elizabeth Cannon, was hosted by Lead California on Oct 23, 2023. Here’s the Dissertation Dish recording link.

The Sundborg Center for Community Engagement at Seattle University has an advisory board consisting of community leaders, campus leaders and funders. These three groups meet separately 2 to 3 times per year and all together once per year. Contact Kent Koth, Executive Director at kothk@seattleu.edu for more information.

UCLA Center for Community Engagement: Our center has just recently formed a Community Partners Council – we’ve met once so far. We sent a framing document to Council members when we invited them to join. This document emerged out of a series of conversations that I and another staff member had with some of our long time community partners about what a Council of this type should do, what role they might play, and how they would want to inform the work of our center. Email Doug Barrera, Associate Director for Faculty & Community Engagement, at dbarrera@college.ucla.edu for a copy of the framing document.

Here are the responses:

• The National Youth Leadership Council (NYLC) has designed a 64 hour certificate course that integrates service learning and instructional leadership.  The syllabus is available here.
• The University of Michigan’s Collaborating for Change MOOC isn’t a credit-bearing course, but is an introduction to community engagement, power&privilege, and social change. Some people take it straight through, while others use a module or parts of a module within a course that includes community engagement.
• I teach Intro to Service Learning and Advanced Service Learning for University College at Arkansas State University. The Intro class focuses mainly on the curriculum from the book Leadership for a Better World, Understanding the Social Change Model of Leadership Development by Susan R. Komives and Wendy Wagner. The students also execute a small service project during the Intro class. For example, this semester they have chosen to do a Humane Society fundraiser/adoption day on our campus with a pet Halloween costume contest as the gimmick to get folks to participate. Other assignments include applying knowledge learned from the curriculum to movies or documentaries we watch in class. In the Advanced class, they plan and execute a large-scale project, so the final for the Intro class is pitching an idea for an Advanced class project. This also requires the Intro students to research what other universities are doing for service projects. View the syllabus here.
• Portland State requires an interdisciplinary general education community-engaged Capstone for graduation. You can view over 100 of our Capstone courses here. (If you click on a specific course, it should show you a profile of that course including syllabi.)
• When the pandemic began in March 2020, Seattle University created a free two unit virtual “Engaging Seattle” course for first-time in college students.  The course explores Seattle’s many contractions through a lens of community engagement.  Faculty from multiple disciplines teach the course and co-design the syllabus including video lectures from faculty of various disciplines.  We’ve continued to offer the course since 2020. View the 2020 Engaging Seattle final report. 
• At University of Wisconsin we have a no-credit Canvas course (broadly available through Canvas Commons) and workshop curriculum that instructors/programs can use in part or as a whole for community-engaged courses – focuses on areas related to Madison’s community context, self-awareness, humility and power sharing. We’ve also recently added a section that serves as an introduction to community-based research.
• Relatedly, my dear colleagues (Elizabeth Tryon and Haley Madden) and I have a book coming out, Preparing students to engage in equitable community partnerships,  through Temple Press this fall that outlines our curriculum, educational resources, and other other topics we consider relevant to intro/prepare for service-learning. Also includes contributions from other boundary-spanners across the US. (discount code: use pre-order code PREF2023)

If you are interested in participating in this research study, complete this questionnaire. Once completed and it is confirmed you met the eligibility requirements, Rochelle will email you with a request to participate in a 60-to-90-minute interview.

If you are interested, or at least curious, about participating please contact Rochelle by email at: rjacksonsmarr@ucsd.edu.

Learn more here.

Does anyone have risk management policies related to faculty/staff/student engagement with community partners (and/or service learning) that you would be willing to share?

Here are two responses:

Here is a site (and some forms) we have created for students/faculty and partners re: off-campus engagement: https://real.vcu.edu/offcampus/

UNC Greensboro has guidance for community-engaged research. See Appendix G: https://keepresearching.uncg.edu/guide-to-ramping-up/

I am looking for some continuing education opportunities in service learning or civic engagement. Are you aware of any courses or certificate programs?

Here are the responses:

Unite For Sight’s Global Health University certificate programs are designed for students and professionals to develop a greater knowledge base in global health for personal and professional growth and capacities. You can access information about all certificate programs here: http://www.uniteforsight.org/global-health-university/certificate-programs. Upon clicking on a certificate program, such as the Certificate in Community Development (https://www.uniteforsight.org/community-development/), you can read full details, including those about the course content under “Curriculum” and those about costs under the “Eligibility, Enrollment, and Cost” section.

“Campus Compact is launching this credentialing program because we believe the work of higher education Community Engagement Professionals matters,” said Campus Compact President Andrew Seligsohn. “It matters enough that it’s worth supporting professionals to help them do their work well–reflectively, ethically, and effectively. We also believe supporting CEPs as they build their own competencies will help higher education colleagues and community partners understand the value of CEPs and the importance of the knowledge and skills they bring to their campuses and communities.” Read more here: https://compact.org/introducing-campus-compacts-community-engagement-professional-credential/.

There are a number of documents that almost every institution is probably creating at the moment to move forward on community engagement in the fall.  These include a student waiver, COVID-19 guidance/protocols for students volunteering in the fall, and guidance/protocols for community organizations.  Does anyone have resources to share (templates) on these three areas so we are not all re-inventing the wheel?

Here are responses:

Here’s what we currently have in place for the fall at University of Central Arkansas. Our office supports service-learning faculty in planning curricular service-learning, but we also support co-curricular service for individual students and student organizations, so we developed this guidance for all of those stakeholders:  https://uca.edu/servicelearning/service-learning-and-covid-19/.

We are shifting to a trimester model at Brown University for the 2020-2021 academic year. The Swearer Center is working diligently to ensure that we continue to facilitate community engagement and engaged scholarship – safely and remotely – with students, faculty, and community partners. We drafted principles to help frame our work in light of our values and goals, as well as Guidelines for Community Engagement Programs (https://docs.google.com/document/d/13GIAS0GKs69lgRg1_iYy-VYc1xzYlh9PDffJnRAQwic/edit) to follow for the coming semester.

Here are the responses:

Examples of protocols on how to make remote tutoring safe and effective for K-12 youth:

• Virtual Program Planning Resources ( comprehensive list of resources such as planning documents, liability forms, and planning presentations)
• K-12 Virtual Engagement (a one pager summarizing new guidelines for remote engagement)

Virginia Commonwealth University’s Mary & Frances Youth Center has produced these Best Practices for Online Programs: Safety and Protection of Minors resource.

Here’s a link to the parent registration form used at USC: https://forms.gle/ovYZKmbdDsfdD44E8.  Here, too is a link to a Google Drive folder with a few key program documents, including the code of conduct and a newly drafted parental consent form.

Here are the responses:

• United Way Skittles Game
• “Feeding America’s Most Vulnerable Children” CNN series (the focus is on the Bridgeport community, where Sacred Heart is located, but can be relevant to other communities), paired with “Shopping on a Budget” activity
• “Knife Skills” documentary highlighting the opening of a new restaurant employing formally incarcerated individuals
• “The Fish Game” and “What’s Your Ecological Footprint?” questionnaire for discussions about sustainability
• “Racial Inventory” (usually paired with The Invisible Knapsack)
• Spent (simulation)
• Map the Meal Gap (food insecurity in the US)
• Food Security Quest (game and resources)
• Making Tough Choices (simulation)
• The Slavery Footprint (simulation)
• Documentaries: “Poverty in America” (2017), “How Poor People Survive in the US” (2019),”The American Food Disparity” (2015)

• Education, Citizenship, and Social Justice
• The International Journal of Research on Service-Learning and Community Engagement
• The Journal for Civic Commitment
• Journal of Community Engagement and Higher Education
• Journal of Community Engagement and Scholarship
• Journal of Experiential Education
• Journal of Higher Education Outreach and Engagement
• Journal of Public Scholarship in Higher Education
• Journal of Service-Learning in Higher Education
• Michigan Journal of Community Service-Learning
• Partnerships: A Journal of Service-Learning and Civic Engagement
• Reflections

In addition, while there are several publishers with service learning titles, Information Age Publishing has among the best and most helpful for practitioners: https://www.infoagepub.com/category/Service-Learning.

Rutgers University – Camden has created a helpful library guide on this topic:  https://libguides.rutgers.edu/c.php?g=337477&p=2271060

Listing from New York Institute of Technology Library: https://libguides.nyit.edu/c.php?g=837082&p=5978614

Campus Compact “knowledge hub” includes a handy reference for what sorts of scholarly products are published by which community-engagement journals. See: https://compact.org/resource-posts/publishing-engaged-scholarship/

Online resources (e.g., websites, library guides, etc.) that you’ve built to support students, faculty, and staff who wish to engage with the community as part of their service, research, teaching, or other collaborations. I’m particularly interested in examples of how you’ve made available important sociodemographic, historical, and organizational materials that are likely to be of interest, as well, to your community partners.

Here are the responses:

Allen Brizee, PhD, at Loyola University Maryland, and his students have been collaborating with Baltimore residents in the Govans community for the past year to compose the Govans Heritage and Community Action website. The digital humanities project contains history on slavery and systemic racism, a graphical timeline, spaces for future community-based research and community workshops. they also plan to include oral histories, community art, and instruction modules for public school teachers. The site currently contains student work from my professional and technical writing service-learning courses.

Anne Gruber,  a librarian assigned as a liaison to the University of Northern Iowa’s Office of Community Engagement recommends resources available at their library:

• Community Engagement collection in our institutional repository, with project artifacts & resulting scholarship publicly accessible: https://scholarworks.uni.edu/engagement/.
• Community & Demographic research guide, which Anne created & uses as part of her teaching in social work and other departments: http://guides.lib.uni.edu/communityresearch. This points to current research sources rather than gathering all the local information.
• University archives & special collections, with local interest projects, online displays, etc. Main page: https://scua.library.uni.edu/

Anne recommends reaching out to your library as a potential partner if you haven’t already. Many libraries are eager to assist & have infrastructure to support public information access as well as archiving projects.

Cornell University collaborated with a local nonprofit to create Buffalo Commons, https://ppgbuffalo.org/buffalo-commons/about/. Other higher ed institutions are beginning to contribute as well, including our faculty here at Buffalo State. Buffalo Commons also serves to build connections between campuses and community priorities.

Does anyone know of institutions that require a civic education or community engagement course of all undergraduate students, for example as part of gen ed requirements?

Here are the responses:

At Drexel University we have a required first-year course for undergraduates called CIVC 101: Introduction to Civic Engagement. Here’s the site about it: https://drexel.edu/lindycenter/students/courses/first-year-civic-engagement/civc-101/.

Loyola University Chicago launched the Engaged Learning University Requirement in 2012, and you can find more information here: www.luc.edu/engagedlearning.

Santa Clara University requires that all undergraduate students taken an experiential learning course focused on social justice.

California State University Monterey Bay has had a two-step service learning requirement.  The Lower Division Requirement is embedded in General Education (Social Sciences:  Civics/Service Learning).  The Upper Division Requirement is embedded in the learning outcomes of each major.  Here is a link to our framework and learning outcomes:  CSUMB Service Learning Outcomes.

I think that you and others will find this Conference series “Teaching for Community” of interest on many levels: https://communityworksinstitute.org/teaching-for-community-virtual-conference/

Campus Compact GlobalSL blog post that was published early during the stay at home orders. It highlights a great conversation with Bobby Hackett, Bonner Foundation, with Civic and Community Engagement Program directors, discussing how they plan to transition their work. There is also quite a few resources embedded into the blog post as well.

#HigherEd Civic Engagement Resource Collection for Online Learning, this is a crowd-sourced online spreadsheet from the Campus Engagement Election Engagement Project. It is mainly geared toward the voter engagement and education, however there are variety of resources that could be useful.

The Center for Community Engagement and Impact at Virginia Commonwealth University recognizes the impact for all faculty and staff as the university pivots to an online learning environment. They have developed resources for academic continuity and remote experiential learning alternatives:

• Keep on Partnering site,
• Keep on Teaching site,
• CEI guides for teaching community-based and service-learning courses online and
• Community-engaged teaching and reflection in times of crisis tools.

Buffalo State, the State University of New York

We ask that faculty contact community partners directly to determine the best way for community projects to be completed remotely.  Students may still be able to conduct project-based or indirect activities to meet community priorities and course requirements. Alternatives to discuss with your community partners might include:

• conducting background research or gathering best practices or other information requested the partner(s);
• taping, recording, or streaming performances or workshops to benefit community partner(s);
• creating digital and other social media content, print program materials, or other methods for information-sharing;
• undertaking assessment, evaluation, or feedback via phone or web-based services;
• offering (or compiling, researching, or brainstorming) strategies that provide indirect support from volunteers as a result of coronavirus;
• conducting virtual or phone-based educational supports for youth and adults.

San Francisco State University

This may or may not be helpful for service-learning specific courses yet the resources just developed here in San Francisco could be useful and adapted.  Our folks have created a new resource called “Instructional Continuity at SF State” – this applies to SF State University yet, no doubt, could be adapted for other universities and SL components woven in.  This site has a “Keep Teaching: Instructor Quick Guide” and a “Keep Learning – Student Quick Guide”.  See if this is hepful:  https://instructionalcontinuity.sfsu.edu/

University of Cincinnati Blue Ash College

Professor Kegley is working with students to allow them to do presentations through WebEx and Video methods. Her class has worked collaboratively to develop some ideas among the students for making videos:

• For those who have Windows 10, this is a program you should already have and I thought the instructions were pretty simple: https://www.howtogeek.com/355524/how-to-use-windows-10s-hidden-video-editor/

• This is a list of 15 free video editors that are said to be good for beginners: https://financesonline.com/best-free-video-editing-tools-for-beginners/

• This is a list of some more free video editors (some are simple and some are more advanced, check out the descriptions to find one that suits you): https://www.oberlo.com/blog/best-free-video-editing-software

• A quick Google or YouTube search will pull up tutorials for just about any program

Utah Valley University

Professor Westover shared the link to his recent Advance HE Webinar on doing service-learning in an online class: https://youtu.be/6IOJqutSedw

Loyola University Chicago

These questions were created by Susan Haarman in the Loyola University Chicago’s Center for Experiential Learning to help service-learning instructors and students reflect on the intersection of their learning and the COVID-19 outbreak: https://documentcloud.adobe.com/link/track?uri=urn%3Aaaid%3Ascds%3AUS%3A04f43d01-5b9e-4f24-9ce3-1012874c3944

Indiana University

From Professor Valliant:

On the general teaching front, the IU Keep Teaching site is helpful for moving online and is regularly reviewed as we gather information to improve our responses. The IU Center for Innovative Teaching and Learning has other teaching resources to compliment KT:

• Temporary Online Teaching: Pivot Your Course Online FAQ– this may have recommendations specific to IU.
• CITL Blog– Teaching Remotely in 2020

Retrieval practice seems like a promising tool to use previous reflections and service to access knowledge when in-person service is preempted.

Anecdotally, many of our instructors are talking about the emotional load this puts on students and how they can respond in supportive ways. For CEL, this translates to clearly communicating expectations, especially easing completion of service hours or pivoting service to other engagement ideas. The Minnesota Campus Compact post is helpful in this regard.

Webinar Description: In the fall of 2019, Westover launched a new fully online version of his Organizational Development and Change service-learning class, which includes an intensive, semester-long service-learning consulting project that teams of students complete with a community partner. He has been teaching this class for 9 years, in both the traditional F2F and hybrid modalities, but decided to design an online version to provide more options for his students. The challenge has been to find ways to retain the heart of the course, a meaningful and effective service-learning OD team project consulting experience, within a fully online course.

In this presentation, he outlines the main goals in the service-learning online course redesign and highlight both successes and lessons learned after his first semester of course and project implementation:

1. Developing Meaningful Social Presence and Student Collaboration,
2. Create Mechanisms for Strong Teacher-to-Student Communication,
3. Transfer OD Team-based/Service-Learning Consulting Project into Online Environment, and
4. Support Student Success in an Online Environment.

This class involves intensive community-based undergraduate research OD service-learning consulting projects, which combine the direct service and community-based research pathways of social impact, along with the service- learning and undergraduate research HIPs. The student teams work closely with the community partners (as co-educators) and Westover, as the instructor provides a lot of coaching, mentoring, and overall project support and expertise as the students carry out their projects.

By the end of the semester, student teams will have completed a 150+ hour project, complete with a full 30+ page research white paper (including detailed recommendations for the organization, an assessment plan, and a sustainability plan) and related project deliverables and resources for the organization.

Future research will compare outcomes of this new online version of the course with the traditional F2F and hybrid versions of the course that he has taught over the past 9 years:

1. Value of projects to community partners
2. Community partner ratings of student professional skills and competencies
3. Pre/post-test student volunteering and civic attitudes
4. Team evaluation scores
5. Grades and other learning outcomes
6. Student reflections of the class and service-learning consulting project experience
7. Class completion, drop, and failure ratios.

Please click the link join the webinar: https://advance-he.zoom.us/j/737850111

Or iPhone one-tap : US: +19292056099,,737850111#  or +16699006833,,737850111#

Or Telephone: Dial(for higher quality, dial a number based on your current location): US: +1 929 205 6099  or +1 669 900 6833

Webinar ID: 737 850 111

International numbers available: https://advance-he.zoom.us/u/acgL7Z8zO1