GAC Meeting January 2014

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Not Just for Undergraduates Not Just for Undergraduates

Community Engaged Teaching and Learning Community Engaged Teaching and Learning

Current Data and Prospects Current Data and Prospects

Graduate Affairs Committee Tuesday, January 28, 2014

Mary F. Price, PhD.

Director of Faculty Development

IUPUI Center for Service and Learning

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Community-Based Learning Community-Based Learning

Not all community-based instruction is service learning.

• Field work experiences

• Cooperative Education

• Internship

• Practicum

• Service Learning

• Pre-professional field experiences, Clinicals, Student Teaching

• Applied Learning

• Experiential Learning

• Student Engagement

Location of activity is

insufficient….

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What do we mean by “service What do we mean by “service

learning”?

• Service learning is a course or competency based, credit-bearing educational experience in which students

 a) participate in mutually identified service activities that benefit the community, and

 b) reflect on the service activity in such a way as to gain further understanding of course/academic content, a broader appreciation of the discipline, and an enhanced sense of personal/professional values and civic responsibility. (Bringle and

Clayton, 2012, adapted from Bringle and Hatcher,

1995)

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Flavors of Service Learning Flavors of Service Learning

• Amount of service

• Community partner selection

• Direct/indirect service

• Domestic/international setting

• Community-based research

• Disciplinary/

Interdisciplinary

• Some internships

• Both undergraduate &

graduate/professional level

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• Historic emphasis on undergraduates

• Issues of language (service, community-based, community-engaged, participatory, etc.)

• Masks key curricular and faculty issues for research universities and professions

• Faculty pipeline (preparing future faculty)

• Preparing future professionals, researchers and faculty for future societal conditions and demands (includes but is not limited to labor conditions)

• Social trustees of knowledge

Conceptual Limitations

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Institutionally, how do we connect Institutionally, how do we connect

connect the dots?

• How do we know we are doing “it” well?

• What are the “its” we are trying to accomplish?

• How do we know if the “it” aligns with our institutional, departmental, organizational values related to

community engagement and graduate/professional T/L?

• How do we best deploy resources of the right types to enhance/diffuse/expand/sustain instances where “it” is working?

• How can these processes be monitored at various scales at the Center or institutional level?

• How do we support critical reflection on the process and

outcomes of engagement?

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Sample Experiential Learning Sample Experiential Learning

Transcript Notations (refer handout) Transcript Notations (refer handout)

• Organized Community Service

• Significant Time in Community

• Immersed in Different Culture

• Community-Based Resrch & Org'd Community Service

• Significant Time in Community-Based Research

• Community-Based Research in Different Culture

• Significant Time in Organized Community Service

• Org'd Community Service Immersed in Different Culture

• Significant Community Time Immersed in Different Culture

Pre-date RISE Challenge

course tags.

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New Approaches to New Approaches to

Monitoring Needed…

No single data source on campus captures the information our Center needs to connect the dots

related to SL…

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Data Sources

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Our Journey….Continues

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An unexpected development…

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Service Learning at IUPUI 2012-13

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What Does This Effort Yield?

Course Sections

Undergrad 428

Graduate 73

Total 501

TOTAL N BY LEVEL

Count Enrollment Service Hours 100 Level 81 2,271 21,205 200 Level 96 2,585 28,218 300 Level 129 1,901 63,531 400 Level 122 1,418 131,485

Graduate 73 896 33,208

Total 501 9,071 277,647

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Contributions to Community Contributions to Community

Capacity Building Capacity Building

Calculations based on the

standard volunteer rate

(Ugrad) and Pro Bono rates

(Grad/prof.).

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What does this effort yield?

Participation Rates by Faculty

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An Opportunity and a An Opportunity and a

Challenge to Get at Process Challenge to Get at Process

Codes N=Sections Activity Percent

EL01/EL05 6 Community Based Research 3.17%

EL02/EL06 84 Organized Community Service 44.44%

EL03/EL07 70 Significant Time in the Community 37.04%

EL04 5 Immersed in a Different Culture 2.65%

EL12/EL56 4 Comm Rsrch & Org'd Comm. Service 2.12%

EL13 7 Significant Time in Comm Rsrch 3.70%

EL24/EL68 7 Immsd Diff Cultr Org. Comm. Serv. 3.70%

EL67 6 Significant Time in the Community 3.17%

Totals 189

38% (n=189/501) of course sections included in the 2012-13 Inventory included additional descriptive tags.

The rate is higher for graduate and professional level course sections

(N=35/73); 48% include additional tags

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An Opportunity and a An Opportunity and a

Challenge to Get at Process Challenge to Get at Process

Codes N=Sections Activity Percent

EL01/EL05 6 Community Based Research 3.17%

EL02/EL06 84 Organized Community Service 44.44%

EL03/EL07 70 Significant Time in the Community 37.04%

EL04 5 Immersed in a Different Culture 2.65%

EL12/EL56 4 Comm Rsrch & Org'd Comm. Service 2.12%

EL13 7 Significant Time in Comm Rsrch 3.70%

EL24/EL68 7 Immsd Diff Cultr Org. Comm. Serv. 3.70%

EL67 6 Significant Time in the Community 3.17%

Totals 189

38% (n=189/501) of course sections included in the 2012-13 Inventory included additional descriptive tags.

Most of these descriptors likely inherited from previous semesters…

We have a basic structure but…

• Do faculty know about it? Do chairs and course recorders?

• Do they understand the structure and what it implies?

• Do they want to know…question of relevance?

• Is the system flexible to allow for shifts in the deployment of specific teaching strategies?

• Is there agreement on what these terms mean in

practice and within departments?

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Why More May

Why More May Not Not Always Always Be Good….

Be Good….

Ever increasing numbers of students in SL may not be the best goal:

– For partners – For students

– For faculty/staff – For campuses/

communities

Efficient & effective must be considered in the context of workload,

roles, values and capacities for all

involved……

This question is not unique This question is not unique

to SL as an HIP…

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Questions Raised For GAC

• Awareness?

• Relevance?

• Recruitment and Retention (faculty and students)?

• Policy Issues and Faculty Oversight?

• Best Practices?

• Outcomes and Monitoring?

• Impact?

• Is there a way the CSL can better support

your individual or collective goals?

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Upcoming

• 2013-14 SL Inventory Data Collection—begins in mid-March

• Call to Action - to Deans and chairs, mid-late February

• Want to learn more or to inform the process?

• Monday, February 24 ^th , 2014 (noon – 1:30 p.m.)

• Wednesday, February 26 ^th , 2014 (9 a.m. – 10:30

a.m.)

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SCALAR PERSPECTIVES: Departmental GWCHS/IUPUI Partnership -

Partial Network View…using SL Course Data

• One of IUPUI’s signature comprehensive

partnerships: University-Assisted Community School model

• Institutional resources: staff, funds, scholarships

• Significant community buy-in and participation:

School liaison, parent network, community advisory

council

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IUPUI/GWCHS Partnership: Digging into a collaboration

George Washington Community High School SITE (transition-to-work program for IPS students w/ special needs)

Aftercare in Mentoring

Dayspring Center Marion County soil and Water Conservation Service

PARCS (GWCHS) PARCS (LEGACY)

Indiana Public School (IPS) #51

George Washington Community Center

Edna Martin Christian Center Mary Rigg Multiservice Center

Ben Davis High School

Midwest Food Bank Central Indiana Land Trust

Wishard Health Services

Joy's House Hawthorne Community Center

Exodus

Carmel Clay Schools (West Clay Elementary) Carmel Clay Schools (Carmel Elementary) Carmel Clay Schools (Creekside Middle)

Keep Indianapolis Beautiful

Wheeler Mission Ministries, Inc.

A Caring Place (Catholic Charities)

Theater on the Square Friends of White River

Nursing Sociology Education Geography

Health, Phys Ed, &

Recreation

Circles = faculty

Squares = community partners Line thickness = number of course sections

Variable Number Course Sections 25

Students 174

Hours 11,963 (GWCHS

only)

Inclusive Hours 14, 625 (includes PARCS 3,562 hrs)

Questions Raised:

• Many faculty sending their students to multiple partners…implications for practice?

• How engaged are these faculty with GWCHS?

• Is there a tendency toward more transactional connections working a specific levels of the