Pre-Conference Info
Session 1 (9:00 AM - 4:00 PM)
Title: Integrating reflection and assessment to enhance student learning and advance service-learning scholarship.
Facilitators: Bob Bringle and Steve Jones, IUPUI; Sarah Ash, Patti Clayton, and Myra Moses, NC State University
Abstract: Quality reflection and assessment of student learning are perhaps the most difficult components of service-learning to implement. However, taking a scholarly approach to these elements of the pedagogy can provide a structured mechanism by which to answer specific questions about them, including the nature and extent of student learning outcomes and best practices for maximizing those outcomes through reflection. The resultant analyses can be used to improve approaches to course design and implementation, as well as to better understand the impact of the pedagogy itself. This session will offer participants a hands-on opportunity to explore the integration of reflection and assessment and to examine the role of research in advancing our understanding of and ability to implement these challenging elements of the pedagogy. Facilitators will share a reflection model that asks faculty to articulate precise learning objectives for service-learning, encourages students to think critically, and provides rubrics against which reflection products can be assessed. Participants will leave the session with concrete tools for reflection and assessment, with an approach to improving curriculum and outcomes, and with a means of tracking course outcomes for research purposes.
Session 2 (9:00 AM - 4:00 PM)
Title: Developing and Sustaining Community-Based Participatory Research Partnerships
Facilitators: TBD from Community-Campus Partnerships for Health
Abstract: Community-based participatory research (CBPR) is a collaborative approach to research that equitably involves all partners in the research process and recognizes the unique strengths that each brings. CBPR begins with a research topic of importance to the community and has the aim of combining knowledge with action and achieving social change. This skill-building workshop will help participants develop a deeper understanding of the basic principles of CBPR and strategies for applying them. Specific topics to be covered include: Definitions, Rationale and Key Principles in CBPR; Benefits of CBPR; Ethical considerations in CBPR; Developing a CBPR Partnership and Setting Priorities; Developing CBPR Principles and Operating Norms; Building Trust and Communication in a CBPR Partnership; Evaluating CBPR Partnerships; and Cultivating Funding and Other Resources to Sustain CBPR. For those already involved in a community-academic partnership (whether it involves CBPR or not), the workshop agenda lends itself well to participants who attend as a team.
Session 3 (9:00 AM - 12:00 PM)
Title: K-12 Civic Education and Service-Learning - An Introduction to the Current Literature, Resources and Tools
Facilitators: Peter Levine, CIRCLE (Center for Information and Research on Civic Learning and Engagement - www.civicyouth.org); CIRCLE Staff
Abstract: This pre-conference is targeted towards researchers interested in K-12 civic education, including service-learning, at any level in their careers, though it will be particularly helpful for those new to the field. Additionally, this workshop is open to educational administrators and others interested in assessing educational efforts. Participants will learn about resources available for conducting research on service-learning and civic education. Specifically, participants will learn about: important current/past research on service-learning, youth civic education and youth civic engagement; lessons and challenges of doing youth civic research; specific civic engagement measurement instruments; and where to go for additional information on K-12 research.
Session 4 (1:00 PM - 4:00 PM)
Title: Recognition for Community-Engaged Scholarship: Practical Suggestions for Presenting Your Work
Facilitators: Sherril Gelmon, Portland State University; Susan Agre-Kippenhan, Montana State University; Catherine Jordan, University of Minnesota
Abstract: This workshop will assist community-engaged faculty members in developing strong portfolios for promotion and tenure review. Roles and expectations of faculty are changing in many higher education institutions, but the faculty review, promotion, and tenure system has not kept pace. A frequently cited barrier to sustained faculty involvement in community-engaged scholarship is the risk associated with trying to achieve promotion and tenure. This interactive skill-building workshop will present strategies, resources and examples for preparing a dossier that highlights community-engaged scholarship, drawing upon best practices such as CCPH's Community-Engaged Scholarship Toolkit (www.communityengagedscholarship.info) and experience from a number of institutions. A variety of faculty development strategies will be illustrated, as well as resources that faculty can draw upon as they develop their portfolios and progress towards tenure and promotion review.
Session 5 (1:00 PM - 4:00 PM)
Title: Building High Quality Engaged Scholarship
Facilitators: Andrew Furco, University of California - Berkeley; Barbara Holland, University of Western Sydney and U.S. National Service-Learning Clearinghouse; Jeffrey Howard, University of Michigan
Abstract: This workshop will focus on clarifying the various terms that are used to characterize "engagement" and unpack the criteria for achieving engaged scholarship. The principles of engaged scholarship will be reviewed and discussed. The session will also explore publication venues that are friendly to engaged scholarship. During the session, participants will engage in large and small group activities that help build their capacity to conduct and evaluate engaged scholarship.
Session 6 (1:00 PM - 4:00 PM)
Title: Creating Waves: Expanding Community Engagement at the Graduate Level
Facilitator: Tim Stanton, Stanford University; Jamie deLemos, NIH fellow at Tufts University
Abstract: Although a substantial research and practice base has developed concerning service-learning in undergraduate education, graduate level engagement lags far behind. This session will focus on the challenges and opportunities for increasing engagement opportunities for graduate students, with a focus on research universities. We will share findings from national and regional initiatives and recent, curricular and co-curricular innovations. Interactive discussion will focus on developing strategies for advancing graduate-level practice and research.
Session 7 (1:00 PM - 4:00 PM)
Title: Strengthening the Quality of K-12 Service-Learning Research through Mentorship and Peer Review
Facilitator: Peter Levine, University of Maryland, College Park; Alan Melchior, Brandeis University; Larry Bailis, Brandeis University
Abstract: This workshop will replicate mentorship activities used in the Works in Progress project in which senior scholars serve as critical friends to less experienced scholars to assist them in securing a high quality research product that can be submitted for peer-reviewed publication and presentation. Following a short presentation on general issues pertaining to high quality research, peer-review, and critical friends principles, participants working on K-12 service-learning research projects will be assigned to a small group to which they will conduct a short presentation of their research work and then receive formal peer feedback. Prior to the sessions, participants will be asked to submit a 2-3 page abstract of a study on K-12 service-learning that is in progress or has been recently completed. Participants will be asked to share their study during the session.
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