CommunityKnowledge:LearningAboutDiversity,Inclusion,andEquityThrough

Service-LearningUW-StevensPoint

Thursday,January18,2018GavinLuter

WisconsinCampusCompact

1100+MemberInstitutionsRepresenting1.8millionstudentsinvolvedincommunityengagement

Investing6.6millionhoursinimprovingcommunities

WHATDOESITMEANTOHAVEACOMPACT?

SyllabusResources:http://compact.org/resource-posts/ (onleft)

AboutWiCC• Tostrengthencivicengagementandservice-learningpartnershipsbetweenWisconsin’spostsecondaryinstitutionsandthecommunitiestheyserve.

v Wicampuscompact.orgv @wicampuscompactv Facebook.com:Search

“WisconsinCampusCompact”(https://www.facebook.com/wicampuscompact/)

v Host:EdgewoodCollege

Outline• Introductions/boundaries• Agreements• Equity,diversity,inclusion,&racism

• UWSP• Fishbowlexercise• Overall

• Communityengagement(broadly)• Service-learning(specifically)• Interculturalcompetencyandservice-learning• Campusclimate• Commitments• Discussion

Agreements

• Stayengaged• Speakyourtruth• Experiencediscomfort• Expect/acceptnon-closure• Stepup/stepback• ConfidentialityAdaptedfromGlenSingleton’sCourageousConversations

Equity,diversity,inclusion@UWSP• Campusclimatesurvey• Hate/BiasResponseTeam• CulturalSensitivity/InclusivityTrainingmodulesatCenterforInclusiveTeachingandLearning• DiversityandCollegeAccesseffort(includingnewDirector,studentambassadors,andstudentinterns)• DiversityCouncil• OneNewEffort(institutionalfocus• Faculty&studentgovernmentlandacknowledgementstatementsOtherwaystobeinvolvedinasustainedway?

YourFishbowl

Describe your culture (in whatever way you define that)

as it shaped your life and world view in your early years.

What values guided your life?

Who were “your people” when you were growing up?

How did being part of your family/group/community shape and form you?

Who were the people outside of your group?

Who were you aware of?

How did you become aware of them?

How did you feel toward them?

What experiences influenced your feelings?

Who were you not aware of?

6-YrGraduationRates• Overall:54.8• Asian:63.2• White:62• Hispanic:45.8• Black:38(NationalStudentClearinghouse,2017)https://nscresearchcenter.org/signaturereport12-supplement-2/

1st YearPersistence

(NationalStudentClearinghouse,2017)https://nscresearchcenter.org/snapshotreport28-first-year-persistence-and-retention/

EmployersWantIt!

(HartResearchAssociates,2013)https://www.aacu.org/sites/default/files/files/LEAP/2013_EmployerSurvey.pdf

EmployersWantIt!

(HartResearchAssociates,2013)https://www.aacu.org/sites/default/files/files/LEAP/2013_EmployerSurvey.pdf

WHATPREVENTSDIVERSITY?BIAS

• Conscious-unconsciousdivergence• Peopledon’talwaysspeaktheirminds• Peopledon’talwaysknowtheirminds

• Implicitsocialcognition• Preferences:racial,ethnic,gender,age

• www.implicit.harvard.edu• Multiculturalv.Unicultural

Invisibilia podcast,TheCultureInside:http://www.npr.org/programs/invisibilia/532950995/the-culture-insidePatriciaDevine,Prejudicereduction(DETECT,REFLECT,REJECT),https://psych.wisc.edu/faculty-devine.htm

WHATPREVENTSDIVERSITY?RACISM

“Ihopemychilddoesn’tdatesomeonefromadifferent

race”

(1)Redlining(2)Schooltracking(3)Mass

incarceration

(1)Whiteisusuallygood;black,bad(2)Emojis(3)NativeAmericanexperience

“Doesn’titseemlikealltheblackpeopleon

campusknoweachother?”

CarnegieFoundationfortheAdvancementofTeachingandLearning:Communityengagementdescribescollaborationbetweeninstitutionsofhighereducationandtheirlargercommunities(local,regional/state,national,global)forthemutuallybeneficialexchangeofknowledgeandresourcesinacontextofpartnershipandreciprocity.Thepurposeofcommunityengagementisthepartnershipofcollegeanduniversityknowledgeandresourceswiththoseofthepublicandprivatesectorstoenrichscholarship,research,andcreativeactivity;enhancecurriculum,teachingandlearning;prepareeducated,engagedcitizens;strengthendemocraticvaluesandcivicresponsibility;addresscriticalsocietalissues;andcontributetothepublicgood.

DefiningCommunityEngagement

DefiningCommunityEngagement,2BuildingtheField:Communityengagementisaprocessthatincludesmultipletechniquestopromotetheparticipationofresidentsincommunitylife,especiallythosewhoareexcludedandisolated,byengagingthemincollectiveactiontocreateahealthycommunity.www.buildthefield.org

DefiningService-LearningService-learning isateachingmethodofferingstudentsan“experienceinwhichstudentsparticipateinanorganizedserviceactivitythatmeetsidentifiedcommunityneedsandstudentsreflectontheserviceactivityinsuchawayastogainfurtherunderstandingofcoursecontent,abroaderappreciationofthediscipline,andanenhancedsenseofcivicresponsibility”(Bringle &Hatcher,1995).

FROMSTUDENTSTOPARTICIPANTS– Service-Learningmakesstudentsanactivepartofthelearningprocess.

- Volunteerism?- CommunityService?- Wherestudentsaretheonlybeneficiaries?- Acourseadd-on?

WhatdoesService-Learninghavetodowithinterculturalcompetence?Servicelearningisassociatedwithincreased…- Knowledgeofselfandothers- Changeinknowledge(ofpeoplefromdifferentraces&cultures)- Civicawareness- Socialagency- Politicalengagement- Culturalcompetence(awareness,knowledge,skill,encounter,desireto

engageintheprocessofbecomingcompetent)(Amerson,2010;Chenetal.,2012;Flannery&Ward,1999;Hurtado&Guillermo-Wann,2013;Hurtado,Ruiz,&Whang,2012;Musil,2009;O’Grady,2000)Decreasedracism(Myers-Lipton,1996)

REFLECTIONISCRITICAL,orelse…

• Reinforcestereotypes• Deficitthinking• Reinforcepowerstructures• Studentsofcolorinyourcourseshavedifferentexperiencesthatmay(ormaynot)mirrorservicesites.Theyhavereportedextraburdensintheclassroom.

Describeexperience,Examineexperience,ArticulateLearning

CriticalService-Learning(Mitchell,2008)

SocialJusticeSense-Making(Mitchell,2014)

Groundedinidentity Retrospective Referencing Contradiction Social Plausibility

SocialJusticeSense-Making(Mitchell,2014)

Handouts

Cress&Stokamer,2015

InclusiveReciprocalRelationships

Awareness:communityagenciesareawareofcampusgoalsforcivicengagementandtherangeofopportunitiesavailable.MutualUnderstanding:campusandcommunityrepresentativesunderstandeachother’sneeds,timelines,resources,andcapacityforimplementingactivitiesandthereisgeneralagreementregardingmutualgoals.LeadershipandVoice:agencyrepresentativesareencouragedtoadvocateoncampusforcivicengagement,expresstheircommunity’sneeds,andrecruitfacultyandstudentparticipation.

Criticalreciprocity:Charity(Ihave,youneed)vssolidarity(seekingtoempowereveryone)

Intentional• CommunityPartner/SiteDescription• ServiceProjectDescriptionHours/Outcomes• Activities/Responsibilities• ProfessionalExpectations/Ethics

• CommunityClients/Population• Readings,Research,Lectures

• ClarityofInstructorRole• ClarityofClassCommunity• Explicitlearningoutcomesrelatedtodiversityandinclusion

Intercultural• GoldenRule:Dountoothersasyouwouldhavethemdountoyou.• PlatinumRule:Dountoothersastheythemselveswouldhavedoneuntothem.(Bennett&Bennett,2004)

CriticalReflection(DEALModel)Questioningvalues,beliefs,andassumptions(think– outsidethefishbowl)

Iterative- AssessandReflect!

• A.Didoureffortsmakeadifference?• B.Whydidoureffortsmakeadifference?• C.Howcanwemakeabiggerdifference?Engagestudents(performanceassessment)+communitypartners

• AAC&UValueRubrics• CivicKnowledgeandEngagement• EthicalReasoning• GlobalLearning• IntegrativeandAppliedLearning

RUBRICTOASSESSACADEMICSERVICE-LEARNINGREFLECTIONPAPERSAdaptedfromRubricDevelopedbyDr.BarrettBrenton,St.John’sUniversity(NYC)andCampusCompact

Grad

ed DimensionsofQuality(Criteria) NOVICE[GradeRangeF– D]

APPRENTICE[GradeRangeC]

PROFICIENT[GradeRangeB]

DISTINGUISHED[GradeRangeA]

Yes AWARENESSOFPURPOSEOFSERVICE

StudentdemonstrateslimitedawarenessofthepurposeofserviceandobtainingAS-Lcredit.

Studentexpressesawarenessofthepurposeofserviceandaone-on-oneconnectionwiththeexperience,butitisnotapplied.

Studentexpressesempathyand/orawarenessofpersonalroleinserviceandappliesittoaconnectionwithsolutionsandthebiggerpicture.

Studentexpressesandactsoutpersonalroleinserviceandappliestheexperiencetodevelopingsolutions.

Yes

CRITICALTHINKING

Studentacceptsthingsatfacevalue,asifallopinionswerecreatedequal.Opinionsarestatedwithoutargument.

Studentacceptsmostthingsatfacevalue,asifmostopinionswerecreatedequal.Opinionsarestatedwithlimitedargument.

Studentbeginstoargueforconclusionsbasedonobjectiveevidencethatexpressconcretearguments.

Studentexpressesanabstractlevelofrespondingwhichrequiresobjectiveevidence.Theydemonstrateawarenessofdifferentperspectives,andweighevidencetosuccessfullyargueforaconclusion/opinion.

Yes

APPLYINGTHEAS-LEXPERIENCETOTHEACADEMICKNOWLEDGEBASEANDOBJECTIVESOFTHECOURSE

Studentdoesnotapplytheacademicknowledgebaseandobjectivesofthecoursetotheserviceexperience.

Studentexpressessomeconnectionbetweentheacademicknowledgebaseandobjectivesofthecourseandtheserviceexperience.

Studentdevelopsaperspectivebuiltupontheacademicknowledgebaseandobjectivesofthecoursethatislinkedtotheserviceexperience.

Studentcreatestheirownacademicperspectiveinfusedwiththeknowledgebaseandobjectivesofthecourseandappliesittotheserviceexperiencebeyondthecurriculum.

Optiona

l

RESPONSIBILITYTOCOMMUNITY

Studentdemonstratesalimitedawarenessofpersonalresponsibilitytocommunity.

Studentexpressesinsightintocommunityissuespertinenttotheserviceprojectandintegratesapersonalsenseofresponsibilitytoparticipatinginasolutionbutdoesnotapplythatknowledge.

Studentacknowledgesaresponsibilitytocommunityregardingissuespertinenttotheserviceandexpressesacommitmenttoworkingtowardsspecificsolution(s).

Studentacknowledgesaresponsibilitytocommunityregardingissuespertinenttotheserviceandexpressesacommitmenttoworkingtowardsspecificsolutions.Inaddition,studentgetsothersinvolved.

Optiona

l

IMPACTONSTUDENT’SPERSONALLIFE

Studentexpressesverylimitedornoconnectionbetweenserviceandself.

Studentexpressesaconnectionbetweenserviceandself.

Studentexpresseshowtheycouldchangeasaresultoftheservice.

Studentexpresseschange(s)inselfbecauseoftheservice.

[INSTITUTIONALVALUESANDMISSION]

Studentdemonstratesalimitedconnectednessoftheserviceexperienceto[institutionalvalues]

Studentexpressessomeconnectionbetween[institutional]valuesandservice.

Studentexpressesempathyandawarenessofpersonalrolein[publicengagementandproblem-solvingasrelatedtoinstitutionalmission].

Studentfullyincorporatesthe[institution’smissionofpublicleadership]throughapplicationofreflectionontheserviceexperienceandcreatestheirownperspectivebasedonboththeoryandexperience

Notservice-learningalone!

CampusClimatematters,too!• Areexperienceslikeservice-learningexpected?Inandoutoftheclassroom?• Arestudentsexpectedtohavecontactwithpeoplewhoaredifferentthenthem?• Arestructuresinplacetosupportallstudents?• Areallvoiceswelcomed?• Arepeoplefromthecommunitywelcomedoncampus?

Whatcanyoudo?

What’s1commitmentyoucanmaketoimproveequity/inclusion/diversityoncampus?

HowcanyoubeapartofensuringUWSPiscommunityengaged?

DiscussionQuestions&Answers

THANKYOU

gavin@compact.orgGavinLuter,PhD