· Web viewIntersectionality helps us understand the complexity of identity with which we approach the world. This roundtable identifies the components of identity that weave the

Session A Reclaiming Assessment: Program Evaluation and the Future of SLCE

2.45 pm – 3.15 pm Epistemological and Methodological Innovations

The SLCE field is faced with ever-increasing assessment expectations. That increase has led to the proliferation of “check-box” assessment, which drains SLCE programs and produces results that misrepresent and undervalue SLCE. This session will reinvigorate your approach to assessment, providing concrete strategies and resources that address your challenges and fears.

Primary Author: Heather Mack, MA, Community Engagement Assessment Consultant - Heather Mack Consulting LLC

Co Authors: Kristin Medlin, MA, Assistant Director, Postsecondary Initiatives – CollaboratoryKristin Norris, Ph. D., Director of Assessment, Office of Community Engagement - Indiana University-Purdue University IndianapolisAnne Weiss, MA, Director of Assessment - Indiana Campus CompactAmanda Barrett Whitman, Ph. D., Associate Director, Engaged Learning and Research, Engaged Cornell - Cornell UniversityTate Kellogg, Research Associate, Education Research Alliance for New Orleans – Tulane University

Research Format 3 – Open Conferencing

Salon 4

Session A Impacts of Compulsory Service in Undergraduate Education: An Evaluation of Civic Engagement through the Community Partnerships/Impacts theme.

2.45 pm – 3.15 pmStudents

This study examines university student perceptions of compulsory community service, and evaluates the impact of service on student’s knowledge and beliefs regarding civic engagement. Data from surveys, focus groups, and key informant interviews help to inform our understanding of the role of university civic engagement programs.

Primary Author: Lori Gardinie - Northeastern University

Co Authors: Emily Mann, Ph.D., Teaching Professor - Northeastern UniversityHilary Sullivan, CEP Director - Director of Co-Curricular Service ProgrammingMark Este, Assistant Director, CEP - Northeastern UniversityAlexina Prather, Student - Northeastern University

Scholarly Format 1

Conti

Session A Self-Determination, Intrinsic Motivation, and Civic Identity in Service Learners

2:45 pm – 3:15 pm StudentsThis study examined the relationship between participation in service learning and the formation of civic identity in college students. The more that students’ basic psychological needs (i.e., autonomy, competence, relatedness) were fulfilled during service learning, the higher their intrinsic motivation to serve, which subsequently predicted increased civic identity.

Primary Author: Margaret A. Brown, Ph.D., Professor of Psychology - Seattle Pacific University

Co Author:Cierra S.Cooper, Research Assistant - Seattle Pacific University

Pontalba

IARSLCE 2016 Schedule in Full Page 1 of 55

IARSLCE 2016 Conference ScheduleMonday, September 26

Research Format 1

MONDAY

Session A Designing a Conceptual Framework That Underpins Service Learning in Lutheran Schools (Queensland, Austrialia)

2:45 pm – 3:15 pm Students

Lutheran schools are developing interest in service-learning, Therefore, there is a need to build a conceptual framework to enhance clarity, depth and direction. This scholarly paper’s goal is to design a conceptural framework that reflects sound scholarship and is informed by diverse sources of evidence

Primary Author: Meg Noack, Lutheran Education Queensland

Scholarly Format 1

Napoleon

Session A Measuring Outcomes: A Discussion on Research on Community Partner Impact

Monday

2.45 pm – 3.15 pm

Community Relationships

An exploration of the research on community engagement in American higher education reveals a general lack of understanding community voice on if/how the partnership makes a difference for the community partner. This session engages participants in a discussion about how to co-create ways we can measure the community-university partnership impact.

Primary Author: Stacey D. Muse, Coordinator - University of Nevada, Reno

Scholarly Format 3 – Open Conferencing

Lafitte


NOTES


Session A Collaborative Curiosity: Building Organizational Climate to Advance Community-Engaged Research

Monday

2.45 pm – 3.15 pm Institutional Structure, Leadership and Policy

This workshop examines how institutions build a climate to support and encourage community-engaged research. Grounded in the national context, participants will learn strategies to create organizational structures, build competency, create incentives, remove barriers, and evaluate effectiveness. The value of cross-university partnerships will be explored.

Primary Author: Valerie Holton, PhD, LCSW, Director of Community- Engaged Research - Virginia Commonwealth University

Co Author:Jennifer Early, BSN, MSHA, RN, Research Associate & Strategic Project Manager – Virginia Commonwealth University

Research Format 3 – Open Conferencing

Salon 5

Session A What comes first? Process, structure, or culture...

Monday

2.45 pm – 3.15 pm

Institutional Structure, Leadership and Policy

This open conferencing session will introduce essential constructs and offer space for discussions about what must be present to assure longevity and growth for community engaged teaching and learning from varying perspectives. These discussions will be “pop-up” sessions throughout the conference themed around the Institutional Structure, Leadership, and Policy track.

Primary Author: Renee C. Zientek, MA, Director - Michigan State University

Co Authors: Nicole C. Springer, MA, Associate Director – Michigan State UniversityChristie L. Schichtel, LMSW, Academic Specialist - Michigan State University

Scholarly Format 3 – Open Conferencing

Salon 5

Session A Falling Ladders and Climbing Walls: An Emergent Framework for Engaged Faculty

Monday

2.45 pm – 3.15 pm


Too often we seek to “develop” engaged faculty by providing sequenced and staged ladders of professional development opportunities. This session seeks to open up the conversation regarding engaged faculty development. We present a model based on emergence that uses a climbing wall metaphor, but we look forward to open conversation.

Primary Author: Anna Bartel, Ph. D., Associate Director, Engaged Learning and Research, Engaged Cornell – Cornell University

Co Author: Amanda Wittman, Ph. D., Associate Director, Engaged Learning and Research, Engaged Cornell – Cornell University

Scholarly Format 2 – Pecha Kucha

Salon 5


Session A Does Institutional Context Matter? Institutional Characteristics and Student Civic Outcomes

Monday

2.45 pm – 3.15 pm Institutional Structure, Leadership and Policy

To what extent does attendance at a particular college or university influence student civic engagement outcomes? Reviewing existing measures and research to describe connections between institutional characteristics and student outcomes, we describe a comprehensive model of institutional climate on student civic outcomes to advance research and administrative practice.

Primary Author: Emily M. Janke, Associate Professor or Peace and Conflict Studies; Director of the Institute for Community and Economic Engagement - University of North Carolina at Greensboro

Co Authors: Jennifer M. Domagal-Goldman, Ph.D., National Manager of the American Democracy Project – American Association of State Colleges and Universities

Scholarly Format 1

Salon 3

Session B Rewarding Engaged Scholarship: Findings from Systematic Inquiries of Promotion and Tenure Expectations at Three Public Research Universities

Monday

3:30 pm – 4.45 pm

Faculty and the Next Generation of Community Engaged Scholars

This moderated symposium panel presents the results of studies conducted at three public research universities (University of Minnesota, UNC-Chapel Hill, University of Maryland-College Park) to investigate the ways in community-engaged scholarship is incorporated, operationalized, and evaluation in the campuses’ promotion and tenure processes.

Primary Author: Andrew Furco, Associate Professor/Associate Vice President – University of Minnesota

Co Authors: KerryAnn O’Meara, Professor - University of Maryland, College ParkLynn Blanchard, Director, Carolina Center for Public Service - University of North Carolina - Chapel Hill

Symposium

Salon 5


Session B “I just kept quiet”…Exploring equity in a service-learning programme

3:30 pm – 4.45 pm Inclusion and Justice

This study investigated pharmacy students’ interpretations of incidents of social injustice following their service-learning experiences in public sector primary health care facilities in Cape Town, South Africa. Data from student reflection reports were analyzed using the pedagogy of discomfort as a framework, which revealed silence as primary response mechanism.

Primary Author:Mea van Huyssteen, - University of the Western Cape

Co Author: Angeni Bheekie, Ph. D., Professor - University of the Western Cape

Research Format 2 – Pecha Kucha

Pontalba

Session B Wahkohtowin ("Kinship"): Enacting Justice through Community-Based Education

Monday

3:30 pm – 4.45 pm

Inclusion and Justice

This paper analyzes Wahkohtowin ("kinship" in Cree), an interdisciplinary community-based class in Saskatoon, Saskatchewan. Based in Indigenous pedagogy, the class renovates the community service-learning model, bringing together former gang members, Indigenous high school students, and university students from Law, Indigenous Studies, and English to learn together about justice and injustice.

Primary Author: Nancy Van Styvendale, Ph. D., Assistant Professor - University of Saskatchewan


Pontalba

Session B A Feminist Approach to Service Learning Pedagogy

Monday

3:30 pm – 4.45 pm


What exactly occurs when instructors combine feminism and service learning pedagogies? What are the effects of alternative teaching practices? Dr. Martin's Gender Studies class of Alliance, Ohio, seeks to discover how service learning can inspire students, especially low-income and/or female students, to follow their dreams and be agents of change.

Primary Author:Brianna E Boehlke, , Student - University of Mount Union

Co Author:Jennifer L. Martin, Ph.D., Assistant Professor of Education - University of Mount Union

Scholarly Format 2 – Pecha Kucha

Pontalba


Session B Growing community: Successes and challenges of collective impact approaches to engaging departments, neighborhoods and students via co-production

Monday

3:30 pm – 4.45 pm Institutional Structure, Leadership and Policy

What happens, and to whom, when departmental faculty work together with each other and with an institutional sustainability center to focus efforts in an urban “strategic neighborhood”? This highly interactive team inquiry presentation features multiple perspectives. Case study methodology and teaching/research impacts on students, community, faculty and institution are explored.

Primary Author: Kevin J. Kecskes, Ph. D., Associate Professor - Portland State University

Co Authors: Erin Elliott, Doctoral Candidate/Instructor - Portland State UniversityAdriane Ackerman, Undergraduate Student/Community Organizer - Portland State UniversityJacob Sherman, Sustainability Curriculum Coordinator, Institute for Sustainable Solutions – Portland State UniversityJennifer Joyalle, Doctoral Candidate/Instructor – Portland State UniversityJane Carr, Doctoral Candidate/Instructor – Portland State University

Team Inquiry Presentation

Salon 4

Session B Developing a Versatile Framework for Assessing the Impact of Partnerships on Organizational Change

Monday

3:30 pm – 4.45 pm Community Relationships

In this session, a team consisting of university faculty (university librarian and administrative faculty), a student, and a community partner will present a framework they have developed for documenting collective impact of a long-term university and medical school partnership with a large, local community-based organization.

Primary Author: Shannon O’Brien Wilder, Ph. D., Director – University of Georgia

Co Authors: Julie K. Gaines, MLIS, Associate Professor and Head, - AU/UGA Medical Partnership LibraryEve Anthony, CEO - Athens Community Council on Aging


Lafitte

Session B From Collective Action to Collective impact: Issue Area Network Program

Monday

3:30 pm – 4.45 pm


Duplicating of efforts and competing for the same funding is often a problem faced by university-community partnerships at large public universities. In this research paper we are proposing the analysis of a new program launched by the University of Minnesota that strives to align community-engaged efforts targeting similar societal issues across the University centers and units.

Primary Author: Kateryna Kent - University of Minnesota

Co Authors: Amber Cameron - University of Minnesota Andrew Furco - University of Minnesota

Research format 1

Conti


Session B Academic Health Centers: Improving the Health of our Communities through Community Engagement

Monday

3:30 pm – 4.45 pm Institutional Structure, Leadership and Policy

Academic Health Centers have a unique ability to strategically align community engagement activities with resources across the full AHC enterprise and target them towards specific community needs. This presentation will highlight emerging and innovative AHC initiatives that have identified community priorities addressed them by employing their full breadth of resources.

Primary Author: Jennifer Early, MSHA, Doctoral Candidate, RN, Research Associate & Strategic Project Manager - Virginia Commonwealth University

Co Author: Valerie Holton, Ph. D., Director of Community-Engaged Research - Virginia Commonwealth University

Scholarly Format 1

Conti

Session B Reflective community organizing practice and emergent forms of deliberative civic engagement

Monday

3:30 pm – 4.45 pm Epistemological and Methodological Innovations

The purpose of this creative dialogue session is to illustrate a conceptual framework for deliberative civic engagement. Participants will engage in public narrative techniques that can be utilized as both pedagogical strategy in service-learning and community engagement (SLCE) courses and a method of inquiry/research approach for SLCE.

Primary Authors: Brandon W. Kliewer, Assistant Professor of Civic Leadership – Kansas State UniversityKerry Priest, Ph.D., Assistant Professor - Kansas State UniversityChance Lee, Instructor & Ph.D. Candidate - Kansas State UniversityLori Kniffin, Coordinator & Ph.D. Student (Fall 2016) Kansas State University & University of North Carolina at Greensboro

Creative Works

Salon 3


Session B The Other Taxonomy: Using Bloom's Affective Domain to Measure Student Learning Outcomes

Monday

3:30 pm – 4.45 pm

Napoleon


What is the impact of SLCE on students' affective development? Just as Bloom's Cognitive Taxonomy provides the framework for cognitive outcomes, we seek to research if a modern take on Bloom's Affective Taxonomy can provide the framework for affective outcomes. We argue affective development should be emphasized alongside cognitive learning.

Primary Author:Michele Wolff, UMBC

Co Author:Hannah Schmitz, UMBC

Scholarly Format 1

Session C Conducting Research on Service Learning and Student Civic Outcomes

Tuesday

8.00 am – 9.15 am

Students

Drawing on Research on Service Learning and Student Civic Outcomes: Conceptual Frameworks and Methods (Hatcher, Bringle, & Hahn, 2016), presenters discuss specific research methods and designs to improve research, critique past research, and make recommendations for future research to advance understanding of the relationship between service learning and civic outcomes.

Primary AuthorBob Bringle, Professor Emeritus, Indiana University-Purdue University Indianapolis

Co Authors: Jay Brandenberger, Ph.D. , Director of Research at the Center for Social Concerns and Concurrent Associate Professor of Psychology - University of Notre DameZak Foste, M.S., Doctoral candidate in the Higher Education & Student Affairs program - The Ohio State UniversityThomas Hahn, Research and Evaluation Specialist - Indiana University - Purdue University Indianapolis

Susan R. Jones, Ph.D., Professor and Program Director in the Higher Education and Student Affairs program in the Educational Studies department at The Ohio State University - The Ohio State UniversityKira Pasquesi, M.S., Doctoral Candidate - University of IowaEmily Janke, Ph.D., Director of the Institute for Community and Economic Engagement and an associate professor in the Peace and Conflict Studies Department - University of North Carolina at GreensboroDan Richard, Ph.D., Associate Professor of Psychology and Director of the Office of Faculty Enhancement - University of North FloridaJennifer M. Domagal-Goldman, Ph.D., Director of the American Association of State Colleges and Universities’ American Democracy Project,

Symposium

Conti

Session C Using Policy Framework and Partnership Council: Advancing Community IARSLCE 2016 Schedule in Full Page 9 of 55

Tuesday, September 27

Engagement

Tuesday

8.00 am – 9.15 am Institutional Structure, Leadership and Policy

Policy development steps taken within any individual institution are idiosyncratic to each setting making transferability difficult. The use of J. Kingdon’s “Agenda-Setting Theory” to assess effectiveness at advancing community engagement allows simplification of a complex process and for the assessment of the actors and their actions to further institutionalize engagement.

Primary Author:Amy M Spring, Community Research and Partnership Director - Portland State University

Co Authors: Kevin J Kecskes, Ph. D., Faculty - Portland State UniversityStephen Percy, Ph.D, Dean, Urban and Public Affairs - Portland State University

Symposium

Salon 5

Session C Building the Field of Higher Education Engagement: A 20-Year Retrospective and Prospective

Tuesday

8.00 am – 9.15 am What if scholarly articles were identified that had the greatest impact over the last 20 years to the study and practice of community engagement? What if the authors of those articles could revisit them? This is what was done to commemorate the 20th year of Journal of Higher Education Outreach and Engagement. Three authors selected for inclusion in this seminal issue will discuss major shifts seen over the years.

Lorilee SandmannJohn SaltmarshAndy FurcoDiann O. Jones

Bienville

Session C A Critical Queer Lens on Service Learning and Community Engagement with LGBTQ People and Issues

Tuesday

8.00 am – 9.15 amInclusion and Justice

Analyzing service learning/community engagement with a queer lens troubles normative assumptions about sexuality and gender identity/expression among students, faculty, and community partners. This collection of studies challenges biases in practice and reconceptualizes what is considered significant, relevant, and appropriate regarding the role of identity in community engagement for transformative learning.

Primary AuthorDavid M. Donahue - University of San Francisco

Co Authors: Lance McCready - University of San FranciscoAndrea Wise - University of San Francisco

Symposium

Salon 3

Session C Getting to the Core of Undergraduate Community-Engaged Research: A Case for


Implementing Core Competencies in UCEnR.

Tuesday

8.00 am – 9.15 am Faculty and the Next Generation of Community Engaged Scholars

Monitoring core competencies will enable tracking the growth of the next generation of community-engaged researchers. However, a list of core competencies has not yet been established. In this presentation, we describe a literature review conducted to establish a comprehensive list of community-engaged research skills for the undergraduate level.

Primary Author:Tessa C McKenzie, MPH, Research Coordinator of Community-Engaged Research - Virginia Commonwealth University

Co Authors: Herbert Hill, MA, Director of Undergraduate Research - Virginia Commonwealth UniversityGrant Wolfe, MSW, Community-Engaged Research Strategist - Virginia Commonwealth University

Scholarly Format 1

Pontalba

Session C Aligning scholarly interest and practice: An investigation of faculty member motivations and career outcomes

Tuesday

8.00 am – 9.15 am Faculty and the Next Generation of Community Engaged Scholars

This study considers faculty members’ interests and practices related to community-engaged scholarship and investigates whether or not these interests and practices are related to various career-related outcomes. The findings suggest that faculty members can achieve professional success and satisfaction in the professoriate by pursuing their scholarly interests in practice.

Primary Author:Andrew J Pearl,Ph.D., Director of Academic Engagement - University of North Georgia


Pontalba

Session C Challenging "Diversity" for Experience and the Neoliberal Management of Difference: Community Based Research on Gentrification as Critical Praxis

Tuesday

8.00 am – 9.15 am Inclusion and Justice

This paper considers community-based research on gentrification in the Highland Park neighborhood of Los Angeles. By examining community partnerships, the role of narratives, and the different positioning of students, CBR offers possibilities for challenging productions of knowledge for the sake of managing difference by neoliberal institutions, reconnecting education to communities.

Primary Author:Donna Maeda, Ph.D., J.D. , Professor and Chair - Occidental College

Scholarly Format 1

Salon 2


Session C Re-envisioning the Scholarship of Teaching and Learning in SLCE: Who, why, and how?

Tuesday

8.00 am – 9.15 am

The Scholarship of Teaching and Learning

We share a revisioning of SoTL that foregrounds SLCE’s commitment to all as co-learners, co-educators, and co-inquirers. This view breaks with SoTL’s practice of being primarily by and for faculty to explore student disciplinary learning. Instead, we ask “what is SoTL, who should do it, why, and how?” within SLCE.

Primary Author:Janice Miller-Young, Ph.D. , Director, Institute for Scholarship of Teaching and Learning - Mount Royal University

Co Authors: Janice Miller-Young, Ph.D., Director, Institute for Scholarship of Teaching and Learning - Mount Royal UniversityPatti Clayton, Ph.D., Senior Scholar, Center for Service & Learning – Indiana University – Purdue University Indianapolis (IUPUI)Peter Felten, Ph.D., Assistant Provost, Executuve Director, Center for the Advancement of Teaching & Learning and Center for Engaged Learning - Elon University

Scholarly Format 1

Salon 2

Session C Implications of a Community Engaged Faculty Typology for Distinctive Support of Engaged Scholars

Tuesday

8.00 am – 9.15 am Institutional Structure, Leadership and Policy

Engaged faculty define scholarly work and the aims of engaged scholarship and service in a variety of ways. Here, study findings that resulted in five distinct perspectives will be presented. From the point of view of each type, participants will discuss tailoring faculty development programs, support services, and reward policies.

Primary Author:Wendy Wagner, Ph.D., Honey W. Nashman Faculty Fellow, Nashman Center for Civic Engagement and Public Service, and visiting assistant professor in Human Services and Social Justice - The George Washington University

Co Authors: Emily Morrison, Ed.D., Director, Human Services and Social Justice program - The George Washington UniversityAmy Cohen, Executive Director, Honey W. Nashman Center for Civic Engagement and Public Service - The George Washington University

Symposium

Lafitte

Session C Hearts on our sleeves: Emotions experienced by service-learning faculty


Tuesday

8.00 am – 9.15 am


This presentation will address the various emotions experienced by faculty who teach service-learning courses. Utilizing Robert Coles’ (1993) emotional satisfactions and hazards as a baseline, the authors will cover the variety of feelings expressed, as well as the concept of emotional contagion.

Primary Author:Carrie W LeCrom, Ph.D., Executive Director, Center for Sport Leadership - Virginia Commonwealth University

Co Authors: Lynn Pelco, Ph.D., Associate Vice Provost for Community Engagement - Virginia Commonwealth UniversityJill W Lassiter, Ed.D., Associate Professor of Health & Human Sciences - Bridgewater CollegeService - The George Washington UniversityTiesha Martin, Graduate Student - Virginia Commonwealth University

Research Format 1

Salon 4

Session C Emergent Design: Addressing the Needs of Multiple Stakeholders through University Structures

Tuesday

8.00 am – 9.15 amFaculty and the Next Generation of Community Engaged Scholars

While the field of service-learning offers promising models for both faculty development and meeting community needs, there is little that pulls these together. We learned about the experiences of community partners and faculty through a survey and follow-up interviews to inform development of an empirically informed, community-responsive faculty development program.

Primary Author:Becca Berkey, Ph.D., Director of Service-Learning - Northeastern UniversityCo Authors: Barak Soreff, Service-Learning Research Associate - Northeastern UniversitySchober Brooke, Service-Learning Research Associate - Northeastern University

Research Format 1

Salon 4

Session C Using Policy Framework and Partnership Council: Advancing Community Engagement

Tuesday

8.00 am – 9.15 amInstitutional Structure, Leadership and PolicyPolicy development steps taken within any individual institution are idiosyncratic to each setting making transferability difficult. The use of J. Kingdon’s “Agenda-Setting Theory” to assess effectiveness at advancing community engagement allows simplification of a complex process and for the assessment of the actors and their actions to further institutionalize engagement.

Primary Author:Amy M Spring, Community Research and Partnership Director - Portland State UniverstyCo Authors:

Kevin Kecskes, Portland State University

Steven Percy, Portland State University

Symposium

Salon 5


Session CRT How can we support community engaged scholarship among graduate students? A preliminary study.

Tuesday

8.00 am – 9.15 amFaculty and the Next Generation of Community Engaged Scholars

Graduate students are the next generation of scholars, yet we know little about their involvement with engaged scholarship. We are assessing support for graduate students doing engaged work and determining students’ motivations and barriers toward this work by surveying graduate students at the University of Wisconsin-Madison and conducting focus groups.

Primary Author:Haley Madden, Ph.D. candidate - University of Wisconsin-Madison

Co Author: Elizabeth Tryon, M.S., Assistant Director for Community-based Learning - University of Wisconsin-Madison

Round Table Discussion

Waldorf Astoria Ballroom

Session CRT Intersectionality and Right Relationship: Why the Who Matters in Community Engaged Partnerships.

Tuesday

8.00 am – 9.15 amCommunity Relationships

Intersectionality helps us understand the complexity of identity with which we approach the world. This roundtable identifies the components of identity that weave the fabric of right relationship with university graduate students engaged in an inner city school. Their narrative inquiry illuminate pathways to building right relationships in community.

Primary Author:Judith Bachay, Ph.D., L.M.H.C., Professor and Directot of Graduate Counseling Programs - St. Thomas University

Co Authors: Michelle Verdin, Graduate Student Mental Health Counselling - St. Thomas UniversityCristina Behrens de Soulavy - St. Thomas University Mental Health Counseling - St. Thomas UniversityKatherine Yepes - St. Thomas University Graduate Guidance and Counseling student Karen Romero - St. Thomas University graduate student Mental Health Counseling Lunie Louis-Charles - St. Thomas University, graduate student Mental Health CounselingWendy Borgault, MSc, Pastoral Ministry Program Director, St. Thomas University center for Community Engagement




Session CRT Assessing Critical Civic Development Through Community-based Learning

Tuesday

8.00 am – 9.15 am

Students

In order for community-based learning to achieve critical student developmental outcomes, a purposeful curriculum that includes explorations of student racial and cultural identities becomes important. This paper examines differences among two distinct models of community learning that direct students toward cognitive transitions in their critical consciousness development.

Primary Author:Douglas Barrera , Ph.D., Assistant Director, Center for Community Learning - University of California Los Angeles

Co Authors: Kealiʻi Kukahiko, Graduate Student Researcher, Center for Community Learning - University of California Los AngelesLauren Willner, Civic Engagement Coordinator, Center for Community Learning - University of California Los Angeles



Session CRT From Research to Practice: Service-Learning in Healthcare settings

Tuesday

8.00 am – 9.15 am

Global Service-Learning and Community Engagement

There is growing mindfulness around safety, ethics, and competencies for service-learning occurring in healthcare settings. This session will review the data, standards, and need-to-know insights into program development, surveillance, and quality improvement to ensure student activities within healthcare settings encourage, rather than threaten, patient and student well-being.

Primary Author:Jessica Evert, Executive Director/Faculty - Child Family Health International UCSF Department of Family and Community Medicine

Co Author: Robin Young, MBA, Associate Director - Child Family Health International



Session CRT "Writing to Play" the "Gaming" Way!

Tuesday

8.00 am – 9.15 am

K-12 Civic and Learning Outcomes and Teacher Education

A senior level English/Language Arts (ELA) group of Teacher Candidates sought to answer how the service-learning requirements in their methods courses impacted their own teaching practices.” They engaged students in activities that would perfect their writing while also gaining more expertise with innovative methodology and pedagogy for teaching writing.

Primary Author:Sarah R Hartman , Ph.D., Assistant Professor of Elementary Education - College of Coastal Georgia



Session CRT Towards a Faculty Engagement Model in Service-Learning of Higher Education in IARSLCE 2016 Schedule in Full Page 15 of 55

Hong Kong

Tuesday

8.00 am – 9.15 amThe Scholarship of Teaching and Learning

This paper is based on the findings from a research study on faculty experience and conceptions of Service-Learning(S-L) in Hong Kong. It reports (i) impacts of S-L pedagogy on faculty, and (iii) factors affecting faculty engagement in S-L. It sheds light on a model of faculty engagement in S-L.

Co Authors:Hok-ka, Carol Ma, Ph.D., Associate Director of Service-Learning, Office of Service-Learning - Lingnan UniversitySuk-mun, Sophia Law, Ph.D., Associate Professor, Department of Visual Studies - Lingnan UniversityFei-yin, Dawn Lo, Ph.D., Senior Project Officer (Research) - Lingnan University



Session CRT No Longer the New Kid on the Block: Student Perceptions of Service-Learning and Social Entrepreneurship

Tuesday

8.00 am – 9.15 amStudents

Service-learning and social entrepreneurship arise from distinct pedagogical frameworks. An analysis of data from surveys and focus-groups reveal how student perceptions of service-learning and social entrepreneurship differ and suggest how these frameworks may impact student development and engagement.

Primary AuthorDane Emmerling, MPH, Assistant Director of Duke Service-Learning - Duke University



Session CRT What is a Service-Learning Teacher?: A Personal Narrative Autoethnography

Tuesday

8.00 am – 9.15 am

K-12 Civic and Learning Outcomes and Teacher Education

Many K-12 teachers use service-learning as an instructional strategy. This author/researcher chose to teach a service-learning course that taught students how to do service-learning so they could lead others. This research will expand the conversation around K-12 service-learning opportunities in a standardized assessment age.

Primary Author:Kristy C. Verdi - University of South Florida



Session D “Holding Strongly to One Another”: Building Our Understanding Through K-12


Indigenous Service-LearningTuesday

9.30 am – 10.45 amK-12 Civic and Learning Outcomes and Teacher Education

Through this presentation, participants will learn of a teacher/professional development partnership between a University and a Pueblo School District. Our work has professional development in service-learning and project-based learning. Teachers are using their history, language, and culture to create meaningful learning opportunities.

Primary Author:Marjori Krebs, Unversity of New Mexico

Cherl Torrez, Universtiy of New Mexico

Lee Francis, Native American Community Academy, Director, Wordcraft Circle of Native Writers and Storytellers


Pontalba

Session D Teacher Candidates Gain Service-Learning Expertise While Teaching Social Studies “Textbook-Less” through Physical Education Pedagogy

Tuesday


Teacher Candidates combined two unique bedfellows to teach seventh grade students the Georgia Performance social studies standards “textbook-less” through developmentally-appropriate physical education (P.E.) activities, because the students’ social studies state assessment scores were the lowest of any other subjects. Through this experience, Teacher Candidates gained service-learning and social studies expertise!

Primary Author:Sarah R Hartman , Ph.D., Assistant Professor of Elementary Education - College of Coastal Georgia


Pontalba

Session D Cross-Institutional Place-Based Change or Disciplinary Siloes and University Towering? The Story Behind The Grand Rapids Engaged Department Initiative

Tuesday

9.30 am – 10.45 amInstitutional Structure, Leadership and Policy

This session tells the story behind the Engaged Department Initiative. Envisioned as a means of incentivizing cross-institutional, transdisciplinary, place-based change in Grand Rapids, Michigan, initial findings illustrate how participatory action research practices designed to provide real-time feedback are essential for reducing institutional lag and contributing to tipping points.

Primary Author:Danielle Lake, Ph.D., Assistant Professor of Liberal Studies - Grand Valley State University


Conti


Session D What Does it Cost to Encourage Faculty’s Service-Learning Endeavors? And What does the Return-on-Investment Look Like?

Tuesday


Service-Learning is practiced at only 23% of American universities, usually by female, non-White, and lower-ranking faculty. This scholarly paper depicts the costs and Return on Investments of one Engaged Scholar as catalyst for discussing how and if universities and professional organizations (e.g., IARSLCE) can "buy" faculty support for S-L activities.

Primary Author:Lauren E. Burrow , Ed.D,. Asst. Prof. Elementary Education - Stephen F. Austin State University


Conti

Session D Catholic Social Thought, Engaged Scholarship and Catholic Higher Education

Tuesdasy

9.30 am – 10.45 am

Epistemological and Methodological Innovations

While Catholic higher education has a historical commitment to engagement, less has been done to critically reflect on the methods of this engagement in light of the Catholic social tradition. This session gathers leading scholar-practitioners to examine the community, educational, and mission-related outcomes of engaged scholarship in a faith-based context.

Primary Author:Anthony Vinciguerra, Coordinator, Center for Community Engagement - St. Thomas University

Co Authors: Jay Brandenberger, Ph. D. , Associate Director for Research and Assessment at the Center for Social Concerns - The University of Notre DamePatrick Green, Ph.D., Director of the Center for Experiential Learning - Loyola University ChicagoMarshall Welch, Ph.D., D. Min, Assistant Vice Provost for Engagement - St. Mary’s College of CaliforniaMichelle Sterk-Barrett - College of the Holy Cross

Symposium

Salon 2


Session D Turning your scholarship into a book

Tuesday

9.30 am – 10.45 am

This Invited Speaker Session brings together publishers and authors to share their research and scholarship and to discuss and demystify the book proposal, writing, and publication process. Successful book projects discussed include:

Clayton, P. H., Bringle, R. G., & Hatcher, J. A., (Eds.). (2013). Research on service learning: Conceptual frameworks and assessment, Vols. 2A & 2B (IUPUI Series on Service Learning Research, Bringle & Hatcher, series eds.). Sterling, VA: Stylus.

Post, M., Ward, E., Longo, N., & Saltmarsh, J., (2016). Publically Engaged Scholars: Next Generation Engagement and the Future of Higher Education. Sterling, VA: Stylus.

Shaffer, T. J., Longo, N. V., Manosevitch, I., & Thomas, M. S. (Eds.). (In Press). Deliberative Pedagogy: Teaching and Learning for Democratic Engagement. East Lansing, MI: Michigan State University Press.

Presenters Publishers John Von Knorring, Stylus PublishingBurt Bargerstock, Michigan State University PressPresenters – Book Editors and Authors:Patti Clayton, PHC VenturesBob Bringle, Professor Emeritus, Indiana University-Purdue University IndianapolisJulie Hatcher, Indiana University-Purdue University IndianapolisJohn Saltmarsh, NERCHE, University of Massachusetts BostonTim Shaffer, Kansas State UniversityElaine Ward, Merrimack College

Panel Discussion

Salon 4

Session D A Human Rights Approach in Research on Service-Learning, Community-Engagement, and Advocacy

Tuesday

9.30 am – 10.45 amInclusion and Justice

The Human Rights Center (University of Dayton) is guided by the mission to “promote respect for the inherent dignity of all persons through dialogue, research and education.” This interactive symposium discusses research on (a) advocating for anti human trafficking, (b) empowering homeless individuals, and (c) facilitating immigrant and refugee integration.

Primary Author:Roger N. Reeb, Ph.D., Professor of Psychology - University of Dayton Rev. Raymond A. Roesch, S.M., Ph.D., Endowed Chair in the Social Sciences - University of Dayton

Co AuthorAnthony N. Talbott, M.A. (ABD), Director of Anti-Human Trafficking Initiatives at the Human Rights Center - University of DaytonTheo Majka, Ph.D., Professor of Sociology and Research Associate in Human Rights Center - University of DaytonGreg Elvers, Ph.D., Associate Professor of Psychology - University of DaytonDavid Bohardt, Executive Director - St. Vincent de Paul (Dayton, Ohio)Charles Hunt, M.A. Candidate, Graduate Student Research Assistant in Psychology - University of DaytonRachel Bernardo, MA Candidate, Graduate Research Assistant at the Human Rights Center -University of DaytonMorgan Longstreth, M.A. Candidate, Graduate Student Research Assistant in Psychology -University of DaytonThomas Ballas, M.A. Candidate, Graduate Student Research Assistant in Psychology - University of DaytonAlyssa Gretak, M.A., Post-Graduate Research Assistant in Community Engagement - University of

Bienville


DaytonBernadette O'Koon, J.D. and M.A. Candidate Graduate Student Research Assistant in Psychology - University of DaytonNicholas Fadoir, M.A. Candidate Graduate Student Research Assistant in Psychology - University of Dayton

Symposium

Session D Bifurcation or Dichotomy?: Three Case Studies Investigating the Intersection of Policy and Practice of Service-learning in K-12 Education

Tuesday


In this interactive symposium, three engaged scholars/teacher educators will first share their case studies on the intersection of policy and practice within service-learning for K-12 students. In an interactive reflection/gallery walk, participants will be offered the opportunity to examine and share their own state/institutional contexts.

Primary Author:Leah Katherine Saal, Ph.D., Assistant Professor of Literacy - Loyola University Maryland

Co Authors: Margaret-Mary Sulentic Dowell, Ph.D., Associate Professor of Literacy and Urban Education - Louisiana State UniversityTynisha D. Meidl, Ph.D., Associate Professor of Teacher Education - St. Norbert College

Symposium

Lafitte


Session D Service-Learning Cohorts as Critical Communities

Tuesday

9.30 am – 10.45 am

Students

Examining alumni perspectives from three multi-term service-learning programs, we highlight the dimensions of cohorts alumni find critical to their learning: building relationships among diverse perspectives; supporting and challenging one another through learning; and sharing commitments to social justice. We illustrate how service-learning cohorts can serve as possibilities for social change.

Primary Author:Tania D. Mitchell, Ed.D., Assistant Professor - University of Minnesota

Co Author: Colleen Rost-Banik, MA, Ph.D. Student - University of Minnesota

Research Format 1

Salon 5

Session D Service Learning and Themed Learning Communities Leveraged for Success

Tuesday

9.30 am – 10.45 am

Students

This study examines how Service Learning (SL) and Themed Learning Communities (TLCs) were leveraged to improve student success. Students in TLCs with SL had higher GPAs, levels of critical thinking, integrated and civic learning, quality interactions with diverse peers, and persistence rates compared to students in TLCs with no SL.

Primary Author:Thomas W. Hahn, Research and Evaluation Specialist - Indiana University-Purdue University Indianapolis

Co Author: Michele Hansen, Executive Director, Institutional Research and Decision Support - Indiana University -Purdue University Indianapolis

Research Format 1

Salon 5

Session D Using Propensity Score Matching to Draw Causal Inferences in Observational Studies of Service-Learning

Tuesday


Propensity score provides an individual’s predicted probability of receiving treatment based on a set of characteristics. It is used to create comparison groups to assess the impact of interventions. We discuss key concepts and the benefits of PSM through its application in the investigating the impacts of a service-learning program.

Primary Authors:Wei Song -University of MinnesotaIsabel Lopez - University of MinnesotaAndrew Furco - University of MinnesotaGeoffrey Maruyama - University of MinnesotaKrista Soria - University of Minnesota

Research Format 1

Salon 3


Session DAn Examination of the Service-Learning Quality Assessment Tool (SLQAT) to Investigate the Impacts of Service-Learning on College Students from Underrepresented Populations

Tuesday

9.30 am – 10.45 amEpistemological and Methodological Innovations

This presentation debuts a new, comprehensive, standardized measure for assessing the quality of credit-bearing service-learning practices, developed by a multi-institutional research team. The instrument includes a set of 36 research-based “essential elements” for high-quality service-learning, across eight dimensions, with a weighting algorithm and operationalization details for scoring.

Primary Author:Andrew Furco, Associate Professor/Associate Vice President – University of Minnesota

Co Author: Shannon O'Brien Wilder, Ph.D., Director of Office of Service-Learning - University of GeorgiaPaul H. Matthews, Ph.D, Associate Director, Office of Service-Learning - University of GeorgiaLaurel Hirt, MA, Director of Center for Community-Engaged Learning - University of MinnesotaIsabel Lopez, Graduate Student - University of MinnesotaWei Song, Graduate Student - University of MinnesotaAnthony J. Schulzetenberg, Graduate Student - University of MinnesotaGeoffrey Maruyama, Ph.D., Department of Eduational Psychology Chair - University of MinnesotaDebra Ingram, Ph.D., Research Associate in Center for Applied Research and Educational Improvement - University of Minnesota

Scholarly Format 1

Salon 3

Session DRT Tension and Compression: Forces that Build Bridges between Academic Research and Community Engagement

Tuesday

9.30 am – 10.45 amCommunity Relationships

Bridging our understanding between academic research and community engagement involves translating our thinking, tools and techniques. This presentation reports on the tension/compression challenges faced by a team comprised of academics, practitioners, and community members working to build that bridge between structured decision making models and community decision making needs.

Primary Author:Brandy B Walker, Public Service and Outreach Faculty - University of Georgia

Co Authors: Rich McCline, Ph.D., Public Service and Outreach Faculty - University of GeorgiaTara Crawford, PhD Candidate in Integrative Conservation Program - University of Georgia




Session DRT Strategic Preparation for Collaborative Partnerships: Strengthening Critical Service Learning Through Cross-Constituent Pre-Service Seminars

Tuesday


Faculty members, community partners, students, and staff often cite confusion about service learning roles and practice as an obstacle to collaboration. Provided with survey and focus group data, constituent stories, and select theoretical frameworks, participants will brainstorm ways to improve service learning preparation to further social change.

Primary Author:Helen M. Damon-Moore, Ph.D., Associate Director of the Steans Center - DePaul University



Session DRT Urban Teachers' experiences with Service-Learning

Tuesday

9.30 am – 10.45 am


This roundtable will present an in progress research study that explores the assumptions and motivations that shape teachers’ participation in a service-learning practice and community of practice and how their participation affects their professional practice and identity. It will foster conversation on the intersection of service-learning and current educational contexts.

Primary Author:Elisabeth Fornaro, Doctoral Candidate in Urban Education - Temple University



Session DRT Integral Education for Early Childhood Development: Promoting Indigenous Knowledge Values in South Africa

Tuesday

9.30 am – 10.45 amInternational Community Engagement and Service-Learning Research

This paper presents a conceptual framework for Integral Education in Early Childhood Development in South Africa. The social ills of apartheid persist, worsened by widespread corruption, violence and crime. Holistic and integrated interventions in early childhood contribute to long-term societal well-being and therefore needs critical attention in South Africa.

Primary Author:Kanya Padayachee, Project co-ordinator - Gandhi Develop Trust

Co Author: Savathrie Margie Maistry, Research Associate - Durban University of Technology



Session DRT Teach International Students, Serve Local Community, and Educate Future


Teachers: A Teaching Practicum in ChinaTuesday

9.30 am – 10.45 amGlobal Service-Learning and Community Engagement

Based upon a “Teaching Practicum in China” in a public school, this paper will focus on the tensioned triangular relationship among the want of teacher candidates for international experiences, the desire of the faculty to add a more global emphasis to the curriculum, and the needs of the local community.

Primary Author:Jie Yu, Ph.D., Assistant Professor - Rollins College



Session DRT Civic outcomes and service learning course design

Tuesday

9.30 am – 10.45 am

Students

Drawing on Research on Service Learning and Student Civic Outcomes: Conceptual Frameworks and Methods (Hatcher, Bringle, & Hahn, 2016), a critical examination of civic learning outcomes will lay a foundation for conducting more and better research on service learning through systematic service learning course design.

Primary Author:Julie A Hatcher, Ph.D., Executive Director of the Center for Service and Learning and Associate Professor of Philanthropic Studies in the Lilly Family School of Philanthropy - Indiana University-Purdue University Indianapolis

Co Author:Robert G Bringle,Ph.D., Chancellor’s Professor Emeritus of Psychology and Philanthropic Studies and Senior Scholar in the Center for Service and Learning - Indiana University-Purdue University IndianapolisThomas W Hahn, Evaluation and Research Specialist - Indiana University-Purdue University IndianapolisPatti H Clayton, Ph.D., Independent consultant (PHC Ventures, www.curricularengagement.com) and Senior Scholar with the Center for Service and Learning at Indiana University–Purdue University Indianapolis and with the Institute for Community and Economic Engagement at the University of North Carolina at Greensboro.



Session DRT Understanding Collective Impact Through International Partnership Research

Tuesday

9.30 am – 10.45 am


Equalizing attention to student learning and community impact has been a growing concern in the field of GSL. However, there are still few examples of efforts to analyze community outcomes in international partnerships. Learn about the early stages of collaborative research efforts between Northwestern University and its partners.

Primary Author:Patrick Eccles - Buffett Institute for Global Studies, Northwestern University

Co Author: Emory Erker-Lynch, Program Manager, Undergraduate Initiatives - Buffett Institute for Global Studies, Northwestern UniversityLisa Kuhn, Executive Director - Foundation for Sustainable Development




Session E Don't Cut Me: Participatory Action Research and Stories of Engagement between Wabanaki Longhouse and University Greenhouse

Tuesday

11.00 am – 12.15 pmCreative Works – Performance and Dialogue

From 2007-2011, UMaine professors, Wabanaki elders, permaculture students, and Wassookeag children collaborated in a living learning project: LongGreenHouse. Our goal was to build cross-cultural partnerships to address economic justice and ecological living. Don’t Cut Me is a story of their achievements and challenges, according to participatory action research criteria.

Primary Author:Joline Blais, Ph.D., Associate Professor New Media & Intermedia - University of Maine

Creative Works

Salon 5

Session E A Multivariate Study of Factors Influencing Students’ Learning Outcomes from Service-Learning

Tuesday

11.00 am – 12.15 pmStudents

Learning experience and outcomes of 2,214 students having completed a credit-bearing service-learning subject in 2014/15 at a university were surveyed. Multiple regressions were performed to identify and compare the relative contribution of the various pedagogical elements that influence students' overall learning experience of and specific outcomes from service-learning.

Primary Author:Grace Ngai, Associate Professor - The Hong Kong Polytechnic University

Co Author: Stephen Chan, Head of Office of Service Learning - The Hong Kong Polytechnic UniversityWing Wong, Assistant Service Learning Office - The Hong Kong Polytechnic UniversityKam-Por Kwan, Professorial Project Fellow - The Hong Kong Polytechnic University

Research Format 1

Salon 2

Session E Teacher candidates build partnerships with diverse families through academic service-learning (AS-L)

Tuesdasy

11.00 am – 12.15 pmStudents

This research investigated the impact of AS-L on undergraduates’ knowledge, skills, and dispositions for partnering with culturally and linguistically diverse families to promote young children’s early academic learning. Results focus on undergraduates’ articulation of assumptions and partnership challenges, followed by partnership-building skills, and identification of family strengths.

Primary Author:Heidi L Hollingswoth, Assistant Professor of Education - Elon University

Co Author: Mary Knight-McKenna, Ph.D., Associate Professor of Education - Elon University

Research Format 1

Salon 2


Session E Service-Learning: An Exploration of Institutional Supports from the Community Partner Perspective

Tuesday

11.00 am – 12.15 pmCommunity Relationships

This study explored community partner perspectives regarding institutional supports for service-learning. A convenience sample of four community partners shared their perspectives through an appreciative inquiry session grounded in participatory methods. The data offered a logic model for service-learning partnerships: (1) institutional supports, (2) dynamic relationships, and (3) symbiosis.

Co Authors: Julie Cronin, Graduate Student - Merrimack CollegeTaylor Wright, Graduate Student - Merrimack College


Salon 3

Session E Community Organizer or University Faculty Member: A collision of identities in service to one another

Tuesday

11.00 am – 12.15 pmCommunity Relationships

Universities serve as important contributors to common-good initiatives that are part of broader collective impact efforts. This paper discusses both the trend in higher education toward engaging in community-based collective impact efforts as well as resulting community-engagement efforts, particularly in the areas of child and youth supports and development.

Primary Author: John E Traynor, Ph.D., Associate Professor - Gonzaga University


Salon 3

Session E Towards the development of a philosophical and theoretical framework for community engagement in South Africa

Tuesday

11.00 am – 12.15 pmInternational Community Engagement and Service-Learning Research

Community engagement was formalised as a core function of higher education in South Africa post 1994 without clear policy guidelines. This paper discusses findings of a research project which aims to contribute towards the development of a philosophical

Primary Author: Savathrie Margie Maistry, Research Associate - Durban University of Technology

Co Author:Darren Brendan Lortan, Ph.D., Professor - Durban University of Technology

Scholarly Format 1

Lafitte

Session E Exploring the Methodological Challenges and Possibilities of Narrative Inquiry in IARSLCE 2016 Schedule in Full Page 26 of 55

Service-Learning : Reflections from a Recent Investigation

Tuesday

11.00 am – 12.15 pmEpistemological and Methodological Innovations

The purpose of this presentation is to explore the possibilities of qualitative narrative research on college students in service-learning. The presenters discuss the theoretical foundations of narrative inquiry and draw on their recent research to illustrate the possibilities and challenges associated with the approach.

Primary Author: Zak Foste, Doctoral Candidate - The Ohio State University

Co Author:Susan Jones, Ph.D., Professor - The Ohio State University

Scholarly Format 1

Conti

Session E Methods, Values, and Use - Applying an Evaluation Lens to Create an Engagement Evaluation Theory Tree

Tuesday

11.00 am – 12.15 pmEpistemological and Methodological Innovations

How can evaluation theory help us explore our own approaches to assessment and better understand each other’s approaches? How can this understanding help us do better evaluation and research? This session explores the fundamental theories underlying evaluation and help participants situate themselves on a spectrum of methods, values, and use.

Primary Author: Kristin D Medlin, MPA, Assistant Director for Postsecondary Initiatives - Treetop Commons

Co Author:Amanda Wittman,Ph.D., Associate Director, Engaged Learning and Research, Engaged Cornell -Cornell UniversityHeather Mack, MA, Community Engagement Assessment Consultant - Heather Mack Consulting LLC

Scholarly Format 1

Conti

Session E How Service and Purpose Catalyze Each Other to Sustain the "Common Good"

Tuesday

11.00 am – 12.15 pm

International Community Engagement and Service-Learning Research

Service-learning provides early experiences in contributing to the common good. Purpose generates momentum to continue contributing over the life span. Session participants will brainstorm practical implications of a 6-country study that addressed: How can service-learning make students’ life purposes more visible, stronger, and focused on community impact?

Primary Author: Seana Moran, EdD, Research Assistant Professor - Clark University

Co Author:Hector Opazo, Ph.D., Honorary Professor - Autonomous University of MadridPilar Aramburuzabala, Ph.D., Associate Professor - Autonomous University of MadridChenda Ramirez, Ph.D., Research Professor, Centro Regional en Inclusion Social e Inclusion Social - Universidad de Vina del Mar

Symposium

Bienville


Session E Best Practices in Assessing Community Engagement: A Campus Compact Community of Practice

Tuesday

11.00 am – 12.15 pmInstitutional Structure, Leadership and Policy

Learn about the Best Practices in Assessing Community Engagement Group, a special "community of practice" led by Indiana Campus Compact. During the session, participants will present common themes emerging from the inaugural BPACE group, while also engaging in discussion about how to strengthen their campus's assessment practices.

Primary Author: D Gavin Luter, Ph.D., Executive Director - Wisconsin Campus Compact

Co Author:H. Anne Weiss, MA, Director of Assessment - Indiana Campus Compact

Symposium

Pontalba

Session E "The other side": A narrative study of South African community members' experiences with an international service-learning program

Tuesday

11.00 am – 12.15pmInternational Community Engagement and Service-Learning Research

Despite the centrality of reciprocity in the service-learning paradigm, the extant literature primarily focuses on the effects of international service-learning (ISL) programs on students. The purpose of my narrative research study was to hear stories about how South African community members are affected by ISL programs.

Primary Author:Jeremy R. Doughty, Ph.D., Director of Study Abroad - St. Norbert College

Co Author: Savathrie Margie Maistry, Research Associate - Durban University of Technology

Research Format 1

Salon 4

Session E Community Member Insights on Preparing Future Engaged Scholars: Spaces of Radical Openness

11.00 am – 12.15 pm Faculty and the Next Generation of Community Engaged Scholars

How might the ways we prepare graduate students for engaged work change if we were to start with the insights of community members? This presentation draws from interviews with twelve community members--from adult literacy learners to native youth--to develop a 6-part model of openness for graduate education.

Primary Author:Rachael Wendler Shah, Ph.D., Assistant Professor - University of Nebraska-Lincoln

Research Format 1

Salon 4


Poster Session The Effects of a Medical Global Service-Learning Trip on Undergraduate Student Growth

3:00 PMGlobal Service-Learning and Community Engagement

A case study design was utilized to explore the effects of a global medical service-learning program in the Dominican Republic on 14 U.S. STEM undergraduate students. Results illustrate the subtle effects of trip experiences on student subjectivity and outline the processes of contextual student growth through John Dewey’s “experiential continuum.”

Primary Author: Melanie Scheive, Undergraduate Researcher at the STEM Education Research Institute - Indiana University-Purdue University Indianapolis

Co AuthorsGrant Fore, MA, Research Associate at the STEM Education Research Institute - Indiana University-Purdue University IndianapolisBrandon Sorge, Ph.D., Faculty Fellow at the STEM Education Research Institute; Assistant Professor of STEM Education Research - Indiana University-Purdue University Indianapolis

Poster Session

Promenade

Poster Session Ethical becoming amongst interior design undergraduates in a community-engaged learning course

3:00 PMStudents

This ethnographic study seeks to conceptually map how the ethical becoming(s) of undergraduates may occur in interior design courses built upon community-engaged pedagogy. Our poster explores how students negotiated their own subjectivities in relation to the building code, the desires of their clients, peer perspectives, and material realities.

Primary Author: Grant Fore, MA, Research Associate at the STEM Education Research Institute - Indiana University-Purdue University Indianapolis

Co AuthorsBeth Huffman, Lecturer of Interior Design - Indiana University-Purdue University Indianapolis

Poster Session

Promenade

Poster Session Institutionalizing Engagement at Hispanic Serving Institutions (HSIs)

3:00 PM Institutional Structure, Leadership and Policy

There are 409 Hispanic-Serving Institutions (HSIs) in the United States, 57 of which have the Carnegie Elective Community Engagement Classification. This presentation will serve as an initial exploration into the indicators of engagement at HSIs what influence being an HSIs has on developing an institutional agenda for community engagement.

Primary Author: Monica M Kowal, Ph.D., Associate Dean for Community Engaged Learning & Research - The University of New Mexico

Poster Session

Promenade

Poster Session Pinterest: Pinning the Gap Between SoTL and SLCE in Higher EducationIARSLCE 2016 Schedule in Full Page 29 of 55

Poster Session – Tuesday 3:00 PM

3:00 PM The Scholarship of Teaching and Learning

The international collaborative efforts of the social site Pinterest were used in an ELL Teaching Methodology course between students and instructor. The desires were twofold: greater peer collaboration than current in-class reflections allowed and to create a real-world link to course objectives and information related to community engagement.

Primary Author: Amy S Burden, MATL, Instructor, Modern Languages - Mississippi College

Poster Session

Promenade

Poster Session Assessing Student Civic Learning through Community Partnerships: A Qualitative Approach

3:00 PMStudents

This research project utilizes an ethnographic sensibility (Polin & Keene, 2010) to explore student perceptions and civic learning outcomes while serving in the yearlong Student Engagement Fellows program, a co-curricular service-learning experience housed at the McLean Institute for Public Service and Community Engagement at the University of Mississippi.

Primary Author: Laura Martin, MPAff., Assistant Director, McLean Institute for Public Service and Community Engagement - University of Mississippi

Co AuthorAlbert Nylander, Ph.D., Director, McLean Institute for Public Service and Community Engagement and Professor of Sociology - University of Mississippi

Poster Session

Promenade

Poster Session "In the real world, you get thrown for a loop, so it’s good practice": Examining the value of CSL in the environmental sciences for both students and community

3:00 PMThe Scholarship of Teaching and Learning

In this presentation we share three years of qualitative data gathered from a service-learning course in the environmental sciences between 2013 and 2016. Research examines how students and community partners' data contributed to course development, and how they perceived the value of service-learning, particularly in relation to ambiguity and challenges.

Primary Author: Kari Grain, Doctoral student - University of British Columbia

Co Author:Tara Ivanochko, Faculty - University of British Columbia

Poster Session

Promenade


Poster Session Assessing NSTP-CWTS Organizational Development Process: Challenges and Opportunities

3:00 PMCommunity Relationships

The evaluation study aims to find out the significant organizational development (OD) contributions among partner organizations through a focus group discussion. Results suggest the need to scale up current mechanisms to empower individuals and communities through intensifying OD activities such as standardization of organizations, enhancement of OD materials, among others.

Primary Author: Carl Guerra Fernandez, RSW (Registered Social Worker), Assessing NSTP-CWTS Organizational Development Process: Challenges and Opportunities - De La Salle University - Manila

Poster Session

Promenade

Poster Session Impacts and Preferences of i-SLA as an E-learning Environment to Engage Community Partners

3:00 PMGlobal Service-Learning and Community Engagement

It examines implementation of using i-SLA and its effects on community partners' engagement. The scaffolding instruction serves as the designing and organizing framework of i-SLA. It is to support management of program and to facilitate students’ learning.By semi-structured questionnaire and interview, we suggest to develop E-service-learning environment may be useful.

Primary Author: Chia-Hui CHIU, , Ph.D / Director of Service-Learning Center - Taipei Medical University

Co AuthorMegan F. LIU, Ph.D, RN, Assistant Professor, School of Gerontology Health Management, College of Nursing, - Taipei Medical University

Poster Session

Promenade

Poster Session Voices of Full-Time, Non-Tenure Track Faculty Engaged in Service-Learning

3:00 PM Faculty and the Next Generation of Community Engaged Scholars

Full-time, non-tenure-track faculty teach a growing share of institutions’ service-learning coursework, yet their voices are often missing from the engagement literature, despite occupying an important yet often tenuous position on their campuses. This study seeks to expand the narrative by capturing and validating the experiences of this marginalized group.

Primary Author: Paul H. Matthews, Ph.D., Associate Director, Office of Service-Learning - University of Georgia

Co AuthorShannon O. Wilder, Ph.D., Director, Office of Service-Learning - University of Georgia

Poster Session

Promenade


Poster Session Course Model: Hispanic Studies and Community Engagement


This paper focuses on objectives, goals, and learning outcomes in a university-level Spanish course that promotes students’ engagement in Boston's Latino community.

Primary Author: Maria Brucato, Ph.D., Teaching Professor - Northeastern University

Poster Session

Promenade

Poster Session Mapping towards Sustainability: Utilizing GIS to build capacity to serve veterans and their families in community


This paper explores the impact of a GIS service learning course focused upon sustainability and its partnership with a program designed to build capacity in faith and behavioral health communities to serve veterans and their family members. Results from mapping, surveys and interviews concerning impact will be discussed.

Primary Author: Sonya Roy-Singh, , - DePaul University Egan Office of Urban Education and Community Partnership at the Steans Center

Co Author:Sungsoon Hwang, PhD, Associate Professor - DePaul UniversityJohn Zeigler, MSW, Director, Steans Center and Egan Office for Urban Education and Community Partnerships - DePaul University

Poster Session

Promenade

Poster Session Junior and Senior High School Student Perceptions and Experience of Community Service


This presentation reports qualitative phenomenological research descriptions of 12 high school students' experience and perception of CS. Central themes of completing CS to obtain something (scholarship funding), or avoid something (jail) emerged, in addition to students' feeling CS opportunities should be available to all students, and should be academically mandatory.

Primary Author: Christine Duff, M. Ed, M.S. Ed, PhD candidate - University of Central Florida

Poster Session

Promenade

Poster Session The Collegiate Achievement Mentoring Program (C.A.M.P.): A College and Career


Readiness Partnership to Create a Community of Leaders


The C.A.M.P. is a collaborative leadership development program that focuses on the mutually beneficial outcomes of collegiate mentors and at-risk, K-12 "mentees" within the community. This service learning experience is based on the multi-state program that has received awards from National Jefferson Foundation, United Way, ESPN, and United Health Care.

Primary Author: Matthew Ohlson, Ph.D., Assistant Professor of Educational Leadership, Administration and Policy - University of North Florida

Co Author:Elizabeth Gregg, Ph.D., Associate Professor - University of North FloridaTamara Gill, Graduate Fellow, - University of North Florida

Poster Session

Promenade

Poster Session Transforming university students' educational experience: Exploring the impact of service-learning across course sizes, disciplines, and service-learning structures

3:00 PMStudents

This study explored university students participating in service-learning experiences self-reported scores on professional skills, communication skills, academic learning, values clarification and citizenship skills across various disciplines, projects, and majors at an urban university in southeast Virginia. We looked at how different types of service-learning experiences can impact. students' perceived experience.

Primary Author: Jennifer Goff, PhD, Doctoral Recipient - Old Dominion University

Co AuthorEddie Hill, PhD, Assistant Professor, Parks, Recreation and Tourism Studies - Old Dominion UniversityEmily A Eddins, PhD, Assistant Director, Service-Learning - Old Dominion UniversityAngela Eckhoff, PhD, Assistant Professor, Teaching and Learning - Old Dominion University

Poster Session

Promenade

Poster Session Community Impact of Curricular and Co-Curricular Student Service

3:00 PM Community Relationships

Few studies assess impact of student service within communities, including effect on partnerships, operations, learning outcomes, capacity building, and economics. This study identifies strengths and weaknesses of curricular and co-curriculum service, revealing ways to strengthen partnerships and deal with challenges such as student preparation and innovative ways to utilize volunteers.

Primary Author: Frances Ward-Johnson, Ph.D., Associate Professor of Communications - Elon University

Co Author:Alexa Darby, Ph.D., Associate Professor of Psychology - Elon UniversityKenneth Fernandez, Ph.D., Assistant Professor of Political Science - Elon UniversityTammy Cobb, Assistant Director, Center for Service Learning and Community Engagement - Elon University

Poster Session

Promenade


Poster Session Overcoming fears, connecting with the Hispanic community through service-learning

3:00 PM Students

This presentation explores the reasons why Spanish students are hesitant to participate in the Hispanic community. It is based on a recent study of 25 university students. Findings indicate that students held a fear of interacting and speaking Spanish with native speakers. Service-learning helped students overcome these fears.

Primary Author: Laura Guglani, Assistant Professor of Spanish, Hispanic Linguistics, and TESOL - The University of Southern Mississippi

Poster Session

Promenade

Poster Session Institutional Civic Engagement and Engaging Departments at Salt Lake Community College

3:00 PMInstitutional Structure, Leadership and Policy

Salt Lake Community College is institutionalizing civic engagement by supporting engaged pedagogies, High-Impact Practices and ePortfolio assessment collaboratively through Student Affairs, Academic Affairs, Government and Community Relations, and within departments. Under the themes of equity, completion, and improving pathways we are working to advance and assess our community engagement effort.

Primary Author: Lucy Smith, M.S., Service-Learning/Study Abroad Coordinator - Salt Lake Community College

Co Author: Benjamin Solomon, MFA, Assistant Professor - Salt Lake Community College

Poster Session

Promenade

Poster Session Reflection to scale - a generic student peer moderated reflection curriculum for heterogeneous service-learning experiences


The Second-Year Transformational Experience Program (STEP) at Ohio State University engages students in a variety of personalized projects where critical reflection is critical to student outcomes. We describe a generic reflection series moderated by student peers that supports a large number of very different student service-learning experiences.

Primary Author: Ola Ahlqvist, , Associate Professor / Director - The Ohio State University

Co Author:Claire Sweigart, , Program Manager - The Ohio State University

Poster Session

Promenade

Poster Session A View of Faculty Development through Rogers' Diffusion of Innovations TheoryIARSLCE 2016 Schedule in Full Page 34 of 55


This presentation will analyze the implementation of service-learning at a Hispanic Serving Institution based on the "Diffusion of Innovations Theory" by Rogers (1966). The model mostly frequently used on technology innovations, will serve as a framework to understand why faculty accept or reject to implement service-learning pedagogy.

Primary Author: Marcela Uribe, Director of Service-Learning - Texas A&M International University

Co Author:Cihtlalli G. Perez, M.S., Data and Information Specialist - Texas A&M International University

Poster Session

Promenade

Poster Session Assessment Matters: A Community-based Activities Survey to Determine Impact of and on Faculty


Western Carolina University faculty and administrators will describe the development, implementation and evaluation of the WCU Community-based Activities Survey. This measuring, monitoring, and tracking system documents faculty engagement in, adoption of, and impact through community engagement practices both internal and external to their courses. Transferrable lessons learned will be offered.

Primary Author: Lane G. Perry, Dr., Director Center for Service Learning - Western Carolina University

Co Author: Betty A Farmer, Ph.D., Professor of Communication & PR – WCUDavid Onder, Master's, Director of Assement - WCU

Poster Session

Promenade

Poster Session Are your findings 'finding' their way to the community? A Faculty Learning Community Approach to Broad Dissemination


This case example will provide rich description, insights, and recommendations for how to use a faculty learning community to support and encourage the broad dissemination of research findings beyond scientific publication. The process and associated challenges and opportunities will be examined. Recommendations for replication will be presented.

Primary Author: Jennifer Early, MSHA, Doctoral Candidate, Graduate Research Associate - Virginia Commonwealth University

Co Author: Valerie Holton, PhD, Director of Community-Engaged Research - Virginia Commonwealth University

Poster Session

Promenade


Poster Session Understanding CSL Impact and Engagement: Students in the “Helping Field” Professional Programs

3:00 PMStudents

The findings from a comprehensive literature review will answer the question: If CSL courses are meant to improve the civic responsibility and ethical behavior of students in university programs, what unique learning outcomes might these programs achieve for students already engaged in “helping” professions?

Primary Author: Cynthia J. Gallop, PhD, Associate Professor - Mount Royal University

Poster Session

Promenade

Poster SessionParticipant Photo Essays and Co-Authored Children's Books: Considering the Viability of Creative Mediums for Reporting Community-Based Service-Learning Outcomes?

3:00 PMCreative Works – Performance and Dialogue

This poster features photo essays and co-authored children's books by participations --- pre-service teachers and Early Head Start mothers and teachers --- in an emergent literacy Community-based Service-Learning course. Poster contents will prompt discussion about the viability of alternative reflections (i.e., creative works) for sharing learning outcomes resulting from Service-Learning.

Primary Author:Lauren E. Burrow, Ed.D., Asst. Prof. Elementary Education - Stephen F. Austin State University

Creative Works

Promenade

Poster Session Promoting Civic Engagement: Structural Frameworks within a Public University System in the US Southeast


This study analyzes mechanisms for promoting civic engagement through service-learning and community outreach. The analytic lens is an American university system with a commitment to civic engagement and social responsibility evidenced through teaching, research, outreach, and public service. A typology of the organizational structures observed within 8 institutions is provided.

Primary Author: Phillis George, Ph.D., Assistant Professor of Leadership & Counselor Education - University of Mississippi

Poster Session

Promenade


Poster Session The Midwest Knowledge Mobilization Network: a model for regional collaboration and coordination


The MKMN is a community of practice that provides higher education practitioners of engaged scholarship guidance in innovative ways of making research findings more accessible and usable by communities. The poster illustrates a replicable model for scholars to share collaborative knowledge dissemination strategies in support of community-based research.

Primary Author: Elizabeth Tryon, M.Ed., Assistant Director, Morgridge Center for Public Service - University of Wisconsin-Madison

Co Author: Howard Rosing, Ph.D., Executive Director, Irwin W. Steans Center for Community-based Service - DePaul University

Poster Session

Promenade

Poster Session Empathy Activators: Strategies for Developing Empathy in Service-Learning Students

3:00 PM Students

This poster presentation explores the link between service-learning and the development of student empathy. It will share the initial research results of a pilot study on student empathy, service-learning, and key ingredients for cultivating empathy. It also offers instructors concrete ideas for teaching tools that activate student empathy.

Primary Author: Katie L. Elliott, MA, Associate Director, Service-Learning Office - Virginia Commonwealth University

Co Author:Robin S. Everhart, PhD, Assistant Professor, Department of Psychology - Virginia Commonwealth UniversityLynn E. Pelco, PhD, Associate Vice Provost for Community Engagement and Director, Service-Learning Office - Virginia Commonwealth UniversityPoster Session

Promenade

Poster Session Service Learning in the Social Sciences

3:00 PM Faculty and the Next Generation of Community Engaged Scholars

This study measured the role of service learning as a means to increase students’ cognitive and psycho-social awareness. Students’ cognitive mastery and self-efficacy in course material was measured in service learning courses. This hypothesis is supported by literature showing student motivation increasing through service learning experiences.

Primary Author: Margaret Maghan, Ph.D., Part-time lecturer - Rutgers University, Newark

Poster Session

Promenade


Poster Session Does Service Learning Enhance Well-Being?


The present research examined service learning as a contemplative practice (CP). Past research indicates that CPs enhance wellbeing. Participants (fall 2015/spring 2016) engaged in CPs. Spring, but not fall, participants engaged in service learning. Introductory psychology students served as controls. Differences in wellbeing across the semester and sections were analyzed.

Primary Author: Lisa J. Schulte, Ph.D., Associate Professor - Xavier University of Louisana

Poster Session

Promenade

Poster Session TA Program Enhancing Student Development through Service-Learning

3:00 PM Students

This poster presentation will demonstrate the impact of the TA Program at Lingnan University on student development, particularly in the domains of confidence, leadership and self-awareness. Data from pre- and post-test questionnaires, along with focus group interviews, show the growth of TAs as result of their participation in the program.

Primary Author: Lai Wah Li, undergraduate student - Lingnan University

Poster Session

Promenade

Poster Session The impact of Teaching Assistants on students’ learning in a service-learning course

3:00 PM K-12 Civic and Learning Outcomes and Teacher Education

The purpose of this research is to evaluate the effectiveness of teaching assistants (TAs) in fostering students’ learning in service-learning courses. TAs serve as the bridge or mediator in campus-community partnerships. The study will help to enhance the TA program and reaffirm its purpose in providing service-learning students with mentors.

Primary Author: Pui Yan Lim, Ms - Lingnan University

Poster Session

Promenade

Poster Session Engage San Francisco: From Data to Action

3:00 PM Community Relationships

This poster highlights a number of research projects related to Engage San Francisco, the place-based initiative at the University of San Francisco, describes how data play a role shaping the development of initiatives, and outlines how ongoing assessment and research through the initiative is used to understand overall impact.

Primary Author: Karin M Cotterman, , Director, Engage San Francisco - University of San Francisco

Poster Session

Promenade


Poster Session From concern to compassion: How students learn to understand the construct of disability through physical activity


Student's understanding of disability can be a particularly difficult construct to teach especially given the cultural interpretation of disability. The purpose of this study was to determine how reflection shaped student's understanding of disability.

Primary Author: Katie Stanton-Nichols, , Associate Professor, Senior Scholar Center of Service and Learning - Indiana University Purdue University Indianapolis

Co Author:Christian Tyler, , Service Learning Assistant - IUPUI

Poster Session

Promenade

Poster SessionBuilding bridges: Negotiating language, discourse, and power in the careful construction of community and organizational partnerships to honor funds of knowledge in neighborhood school construction


We describe a partnership between an urban housing community, a National Writing Project site, and a local science museum as we negotiate and collaborate to build a K-8 public school. We explore how language, discourse, and power circulate within the relationship, and investigate unanswered questions about urban education reform movements.

Primary Author: Heather Coffey, , Assistant Professor - University of North Carolina Charlotte

Co AuthorCindy Urbanski, Research Associate - National Writing ProjectChristian Friend, Senior Program Officer - Renaissance West Community InitiativeKelly Nixon, Director - Discovery Place Education Studio

Poster Session

Promenade

Poster Session A typology of Community-Engaged Scholars: Implications for theory, research, and


practice3:00 PM


Despite increasing interest in faculty engagement, little is known about why and how faculty engage in Community-Engaged Scholarship (CES), let alone how types of faculty appointment and community context affect how they experience engaged scholarship. Using Q-methodology, this session presents a typology of five faculty approaches to CES.

Primary Author: Emily Morrison, Ed.D, Assistant Professor, Sociology; Director, Human Services and Social Justice Program - The George Washinton University

Co AuthorWendy Wagner, Visiting Professor and Faculty Fellow, Nashman Center for Civic Engagement and Public Service - The George Washinton University

Poster Session

Promenade

Poster Session Unlearn the Systematic Curriculum in Service Learning: beyond Counter-productivity through Long-term Collaboration in the Community


This presentation describes continuity between curriculum evaluation and development in service-learning. We found the patterns for enriching collaboration from 10 years practice in Ritsumeikan University, Japan. As the point of Civic-Minded Graduate, an effective course design is based on the structure of “one syllabus, multiple pathways, a shared goal.”

Primary Author: Hironori Yamaguchi, Associate Professor - Ritsumeikan University

Co Author:Toru Kawai, Lecturer - Ritsumeikan University

Poster Session

Promenade

Poster Session Impact of Service Learning on Self-Efficacy in Community College Students

3:00 PM

Students

Exploring the unique nature of community college student's development of self-concept and esteem in service learning courses. Through pre-/post-testing of service-learning students compared to students non service-learning courses, we can assess changes in and differences between development of self and academic efficacy, while also capturing rich individual voices.

Primary Author: Dawn M Harvey, Asst Chair of Social Science & Humanities - Ivy Tech Community CollegeH. Anne Weiss, Director of Assessment - Indiana Campus Compact and IUPUI

Poster Session

Session F Engaged learning and Parent Civic Role Modeling: Predictors of well-being among first-year college students


Tuesday

4.30 pm – 5.45 pmStudents

This study examined the relationship between participation in civically engaged learning and positive development among emerging adults (N=225) during the first year of college. Engaged learning predicted variance in flourishing, moral development, and student civic oriented acts. Parent role-modeling also predicted variance in students’ civic acts. Implications are discussed.

Primary Author:Sarah Brewer, M.A. - University of Colorado Denver Department of Health and Behavioral Sciences

Co Author:Wing-fung, Chad Chan, Senior Project Officer (Research), Office of Service-Learning - Lingnan UniversityNicole Nicotera, Ph.D., Associate Professor -University of DenverChristopher Veeh, Ph.D., Post-doctoral Researcher - Washington University in St. Louis Concordance Institute for Advancing Social Justice, Brown School of Social Work

Reseach Format 1

Bienville

Session F Using Justice-Based Service-Learning in Professional Education: Engaging Meaningfully with Diverse Youth

Tuesday

4.30 pm – 5.45 pm K-12 Civic and Learning Outcomes and Teacher Education

This presentation highlights a community-driven award-winning university education program aiming to foster “cultural humility” in pre-service teachers. The program now includes agencies that work with a range of diverse young people, including immigrant and refugee children, youth with disabilities, youth who identify as LGBTTQ, and Indigenous children and youth..

Primary Author: Darren E. Lund, Ph.D., Professor, Co-Founder, Service-Learning Program for Pre-Service Teachers (SLPPST) - University of Calgary

Co Author:

Research Assistant, Service-Learning Program for Pre-Service Teachers - University of CalgaryLianne Lee, Co-Founder, SLPPST - Alberta Healthy Youth Relationships Project

Research Format 1

Bienville

Session F A study on Hong Kong undergraduates’ intercultural competence development through international service-learning

Tuesday


4.30 pm – 5.45 pm International Community Engagement and Service-Learning Research

The present study investigates the association between international service-learning and undergraduates’ intercultural competence. By a mixed-method examination, it was found that international service-learning promoted undergraduates’ intercultural competence in cognitive, affective, and behavioral aspects and three influential service elements were identified: diversity, close interaction with local people, and youth voice.

Primary Author: Huixuan Xu, Ph. D., Assistant Professor - The Education University of Hong Kong

Research Format 1

Salon 2

Session F Up Against the "Institutional Real": Leadership for a Civic Engagement that matters

Tuesday

4.30 pm – 5.45 pm


I look at what Stuart Hall called the “institutional real” aspect of cultural and political hegemony in public institutions. In particular, I examine how the historical function and contemporary role of higher education supports class and race hegemony, as well as civic engagement’s lack of ideological critique and political resistance.

Primary Author: Corey Dolgon, Stonehill College

Scholarly Format 1

Salon 2

Session F Developing a Strategic Vision for Emerging Engaged Scholars: The Graduate Student Network

Tuesday

4.30 pm – 5.45 pmThis session, hosted by the Graduate Student Network, is focused on developing a strategic vision for emerging engaged scholars through a participatory, collaborative dialogue. Please join if you are a current graduate student (masters or doctoral), recent graduate student, prospective graduate student, or are in between graduate programs. The session will also be an opportunity to develop and strengthen relationships with other emerging scholars

Stacey Muse, University of Nevada RenoLori Kniffin, University of North Carolina, Greensborough

Invited Session for Graduate Students

Salon 4

Session F A Call to Action for Higher Education: We Make the Road by Walking


Tuesday

4.30 pm – 5.45 pm

Creative Works – Performance and Dialogue

Departing from traditional scholarly presentation, the call to action is performed as reader’s theater - a mosaic essay crafted by four engaged scholars examines the obligation of universities to forge community partnerships. The reflective practitioners’ public charge suggests an alternative means of delivering, sharing and re-conceptualizing reflection and service engagement.

Primary Author:Mary Jane Eisenhauer, EdD, Associate Professor, Early Childhood Education - Purdue University Northwest

Co Author:Lisa Borrero, Ph.D., Assistant Professor – Gerontology University of IndianapolisMark Latta, Director - Writing Center Marian UniversityCynthia Kumfer, Assistant Professor, Early Childhood Education - Ivy Tech Community College – NortheastJR Jamison

Creative Works

Salon 5

Session F “Paying it Forward”: Practices to Maximize Student Learning and Community-Impact in a Long-Term Community-University Partnership

Tuesday

4.30 pm – 5.45 pmCommunity Relationships

This paper examines classroom practices that inspire student interest while contributing to community priorities. When students do not create project objectives or cannot see the impact of their work, their interest can diminish. Equipped with practices that contribute to community priorities while engaging students, we can move towards transformational partnerships.

Primary Author:Laurie Ross, PhD, Associate Professor - Clark University

Reseach Format 1

Lafitte

Session F A Case Study of Community Impact through Service-Learning

4.30 pm – 5.45 pm Community Relationships

Investigating the impacts of Service-Learning (S-L) on a target community is a priority of S-L research (Eyler, Giles, Stenson, & Gray, 2001). This study analyzes various S-L case studies within Tuen Mun (Hong Kong) in order to understand and improve upon the impacts and effectiveness of Lingnan University’s S-L projects.

Primary Author:Hok-ka, Carol Ma, Ph.D., Associate Director of Service-Learning - Lingnan University

Co Author:Wing-fung, Chad Chan, Senior Project Officer (Research), Office of Service-Learning - Lingnan University

Reseach Format 1

Lafitte


Session F Research Tools for Understanding the Community Partner Experience with Service Learning Pedagogy

Tuesday

4.30 pm – 5.45 pmCommunity RelationshipsResearchers present results from a two-year project focusing on feedback from community partners involved in service learning projects. We compare findings from coded focus group transcripts from three Midwestern universities, drawing on commonalities and differences that will inform the construction of an assessment tool, sensitive to community partner needs.

Primary Author:Howard Rosing, Executive Director, Steans Center for Public Service - DePaul University

Co Author:Helen Rosenberg, Ph.D., Professor - University of Wisconsin ParksideSusan Reed, Ph.D., Associate Professor - DePaul UniversityAnne Statham, Ph.D., Professor - University of Southern Indiana

Reseach Format 2 – Pecha Kucha

Salon 3

Session F The Role of Teacher Education in Building Community Social Capital through Service-Learning

Tuesday

4.30 pm – 5.45 pmCommunity RelationshipsIn order to build connections with the community, our teacher education program undertook a participatory process for developing a comprehensive service-learning initiative. This case study examines the impact of the service-learning initiative on building social capital for the community and preservice teachers.

Primary Author:Alan Tinkler, Assistant Professor - University of Vermont

Co Author:Barri Tinkler, Associate Professor - University of Vermont


Salon 3

Session F Beyond Humans of New York: Digital Tools, Data, and Civic Hacking as a Vehicle for Place-Based Storytelling

Tuesday

4.30 pm – 5.45 pmCommunity RelationshipsPlace-making and community engagement have always been intertwined, yet the naming and surfacing of those mechanisms are more newly researched (Manzo & Devine-Wright, 2013; Lepofsky & Fraser, 2003). In addition, new technological tools have come available ad been refined over time, allowing for expressions and reflections on place and space to take new dimensions (Swist & Kuswara, 2016; Giaccardi & Palen, 2008). This research compares multiple projects underneath the umbrella of Lehigh University's inquiry-based summer Mountaintop Experience - on digital storytelling, place-based civic arts and economic development, and civic hacking and data usage, respectively. In addition, two other non-Mountaintop Projects - a digital storytelling capstone and a documentary capstone - were also examined to understand pedagogical, community, and individual developmental outcomes. Different technology tools such as video storytelling, digital storymaps, blogging, infographics, and documentary film were analyzed.

Primary Author:Sarah Stanlick, Director, Center for Community Engagement and Professor of Practice, Sociology and Anthropology - Lehigh University


Salon 3


Session F The Community Narrative Research Project: A participatory approach examining undergraduate stories of civic engagement over time

Tuesday

4.30 pm – 5.45 pm Epistemological and Methodological Innovations

The Community Narrative Research Project is a longitudinal investigation of 105 students’ understanding of engagement in the context of a community service scholarship program. The CNRP student, staff, and faculty team will share how narrative and participatory approaches to identity development and organizational learning contribute to program and research innovations.

Primary Author: Elizabeth Thomas, Ph.D., Plough Chair of Urban Studies, Associate Professor of Psychology - Rhodes College

Co Authors: Shannon Hoffman, Community Service Coordinator, Bonner Center for Faith and Service - Rhodes CollegeNatasha Main, Undergraduate Student – Rhodes College Anna Manoogian, Undergraduate Student - Rhodes CollegeDani Plata, Undergraduate Student - Rhodes CollegeMarsha Walton, Ph.D., Professor of Psychology - Rhodes College

Scholarly Format 1

Conti

Session F A Contemplative Service-Learning and Social Justice Pedagogy

Tuesday

4.30 pm – 5.45 pm


The focus of this paper is to explore the theory and practice of contemplative modes of study in higher education specifically as they inform the service-learning and social justice relationship. Emphasis will be placed on how particular contemplative practices deepen and bring integrity to this relationship.

Primary Author: Patricia Owen-Smith, Ph.D., Professor of Psychology and Women's Studies - Oxford College of Emory University

Scholarly Format 1

Conti

Session F Ringing Louder Bells: Civic Engagement Research in America’s Democracy Colleges

Tuesday

4.30 pm – 5.45 pm


The objective of this session is to explore with participants how innovative community colleges research methods and findings reaffirm their public purpose, strengthen their collaborations with 4-year colleges in developing robust general education learning outcomes and community partnerships, and broaden and deepen their collective their impact in shared community ecosystems.Primary Author: Robert W Franco, Professor of Pacific Anthropology, Director Office for Institutional Effectiveness - Kapi'olani Community College, University of Hawai'i

Co Authors:Lynn Robertson, MA, Professor, Television Production - Delgado Community CollegeFrancisco Acoba, Associate Professor of English and Student Coordinator, Service and Sustainability Learning - Kapi'olani Community College, University of Hawai'iDaryl Hippensteel, Professor, Criminal Justice - Delgado Community College

Symposium

Pontalba


Session FRT Through the Lens of the Guiding Principles of Partnership: A Case Study of a Community-Campus Farm to School Partnership

Tuesday

4.30 pm – 5.45 pm Community Relationships

We are considering ways The Community Campus Partnerships for Health Guiding Principles of Partnership can be used to analyze and inform community-campus partnerships. We will discuss the guidelines, a case study, ways they inform each other, and Boyer’s Scholarship of Application.

Primary Author: Patricia Bricker, Ed.D., Associate Professor and Associate Director, School of Teaching and Learning - Western Carolina University

Co Authors:Emily Jackson, Program Director, Growing Minds - Appalachian Sustainable Agriculture ProjectLane Perry, Ph.D., Director, Center for Service Learning - Western Carolina UniversityBeth Wall-Bassett, Ph.D., Associate Professor, Nutrition and Dietetics - Western Carolina University



Session FRT Extended Learning Opportunities: K-12 and Teacher Educators as Synergistic Partners

Tuesday


The literature on supporting K-12 students facing poverty and on preparing teachers to work with these students points to the importance of collaboration between teacher preparation programs and school-based initiatives to increase students supports that are provided in out-of-school settings.

Primary Author: John Traynor, Ph.D., Associate Professor - Gonzaga University



Session FRT Developing assessment of a multimedia curriculum to prepare students for community-engaged learning

Tuesday

4.30 pm – 5.45 pm Students

We seek scholars, practitioners, faculty, community partners, and students to contribute to the development of a student learning assessment plan for a multimedia curriculum designed to prepare students for community-engaged learning. Participants will review the video series and supplementary curriculum examples, and respond to discussion questions.

Primary Author: Star Plaxton-Moore, M.Ed., Director of Community-Engaged Learning - University of San FranciscoCo Authors:David M Donahue, Ph.D., Director of the Leo T. McCarthy Center for Public Service and the Common Good - University of San FranciscoStephanie Sears, Ph.D., Associate Professor of Sociology - University of San FranciscoSam Dennison, Co-Director, Faithful Fools Street Ministry




Session FRTElevating Global Citizenship by Building an International Civic Engagement Movement of Higher Education: A Closer Look at The Big Event at Texas A&M University

Tuesday

4.30 pm – 5.45 pm Global Service-Learning and Community Engagement

The Big Event at Texas A&M University promotes an institutional story and grand narrative of selfless service. By recently going global, the process of translating and enacting the concept of selfless service has proven to be a challenge in various cultures around the world.

Primary Author: Patty Ann Bogue, Ph.D., Lecturer - Mississippi State University



Session FRT Supporting Seasoned Practitioners by Bridging Community Engagement, Social Change and Scholarship

Tuesday

4.30 pm – 5.45 pm Faculty and the Next Generation of Community Engaged Scholars

A group of seasoned practitioners were invited to participate in a year long learning community with the goals of learning from each other's work and developing writing projects using the framework of a social change model developed at your university. The structure and results of the community will be discussed.

Primary Author: Sandra Sgoutas-Emch, Director of the Center for Educational Excellence and Professor of Psychological Sciences - University of San Diego

Co Authors:Chris Nayve, J.D, M.B.A, Assistant Provost for Community Engagement and Director of the Mulvaney Center for Social Awareness and Action - University of San DiegoJohn Loggins, Assistant Director of the Mulvaney Center for Social Awareness and Action - University of San DiegoJudith Liu, Ph.D., Professor of Sociology, University of San DiegoKevin Guerrieri, Ph.D., Associate Professor of Languages, Cultures and Literature - University of San Diego



Session FRT Theoretical Frameworks for Research on Service Learning and Student Civic Outcomes

Tuesday

4.30 pm – 5.45 pm StudentsDrawing on Research on Service Learning and Student Civic Outcomes: Conceptual Frameworks and Methods (Hatcher, Bringle, & Hahn, 2016), presenters will discuss cognate theories from various disciplinary or theoretical perspectives on civic outcomes, provide a critical evaluation of past research, identify a future research agenda, and identify implications for practice.

Primary Author: Robert G Bringle, Ph.D,, Chancellor’s Professor Emeritus of Psychology and Philanthropic Studies and Senior Scholar in the Center for Service and Learning at Indiana University-Purdue University Indianapolis - Indiana University-Purdue University Indianapolis




Session FRTPlace-Based School Reform as Method of Creating Shared Urban Spaces: What is It, and What Does it Mean for Universities?

Tuesday


I present a conceptual framework for “place-based school reform” as a way to link school reform and neighborhood development. I also connect the university community engagement literature to this concept seeking to both improve academic outcomes and to link a schooling system to a neighborhood. Implications for universities are discussed.

Primary Author: D. Gavin Luter, PhD, Executive Director - Wisconsin Campus Compact



Session G Pathways of Public Service & Civic Engagement: Advancing the Field through a Social Change Framework and Collaborative Tool for Students

Wednesday

9.30 am – 10.45 am Students

Learn about multi-institution research on an innovative framework for six “pathways of public service and civic engagement” that describe a range of possibilities by which students can contribute to the common good. A diagnostic tool helps identify students’ predispositions and interests, and informs faculty/staff considerations for advising, programming, and research.

Primary Author: Thomas Schnaubelt, Ph.D., Executive Director, Haas Center for Public Service - Stanford University Compact

Co. Authors:Gavin Luter, Ph.D., Executive Director - Wisconsin Campus ContactAnnabel Wong, Graduate Student, Graduate School of Education and Public Policy - Stanford UniversityDevanie Helman, Program Officer - El Pomar FoundationGail Robinson, Principal - Gail Robinson Consulting

Symposium

Bienville

Session G Got Tenure? Successful Integration of Outreach and Engagement

Wednesday

9.30 am – 10.45 am


This qualitative research paper examined integrated outreach and engagement (O&E) through content analysis of the narrative portion of 16 reappointment, promotion, and tenure review documents from successfully tenured Michigan State University faculty who demonstrated both high intensity and high degree of O&E. Funding: MSU College of Education and Graduate School.

Primary Authors:

Salon 3


Trina Van Schyndel, Graduate Student,Higher, Adult, and Lifelong Education - Michigan State UniversityMarilyn Amey, Professor/Chairperson, Department of Educational Administration - Michigan State UniversityDiane Doberneck, Assistant Director, National Collaborative for the Study of University Engagement - Michigan State University

Emerging Scholar

Session G Preparing for the life after college transition: Service-learning as an experience for tomorrow

Wednesday

9.30 am – 10.45 am

Students

Preparation for the demands of the 21st century work place are essential priorities and a growing concern of students pursuing post-secondary degrees and the faculty/administrators responsible for educating them. In this session participants will be able to recognize, describe, and discuss the relationship/strategies for implementation between senior-year-transition support and service-learning.

Primary Author: Lane Graves Perry, Director, Center for Service Learning - Western Carolina University

Co Author:April Lillian Perry, Ph.D., Assistant Professor & Program Director - Western Carolina University

Scholarly Format 1

Salon 4

Session G The Effects of a Medical Global Service-Learning Trip on Undergraduate Student Growth

Wednesday

9.30 am – 10.45 amStudentsThis paper utilizes a case study design to explore the effects of a global medical service-learning program in the Dominican Republic on 14 U.S. STEM undergraduate students. Results illustrate the subtle effects of trip experiences on student subjectivity and outline the processes of student growth in this context.

Primary Author: Melanie Scheive, , Undergraduate Researcher - Indiana University-Purdue University Indianapolis

Co Author:Grant Fore, MA, Research Associate - Indiana University-Purdue University IndianapolisBrandon Sorge, Ph.D., Faculty Fellow - Indiana University-Purdue University Indianapolis

Research Format 1

Salon 4

Session G Who's counting? Examining the Current State of Tracking and Assessing Community Engagement Activities according to Carnegie Applications


Wednesday

9.30 am – 10.45 amInstitutional Structure, Leadership and PolicyIncreasingly, colleges and universities are systematically collecting information on their engagement with and impact on their communities. This paper presents findings from a review of successful applications for the 2015 Carnegie Community Engagement Classification (n=240). Specifically, this study identifies key areas that were tracked/measured and corresponding data collection infrastructure.

Primary Author: Valerie L Holton, PhD, LCSW, Director of Community-Engaged Research - Virginia Commonwealth University

Co Author:Jennifer F Jettner, PhD Candidate, MSW, Research Associate & Strategic Planning Manager - Virginia Commonwealth UniversityJennifer E Early, MSHA, Doctoral Candidate, RN, Research Associate & Strategic Planning Manager - Virginia Commonwealth UniversityTessa McKenzie, MPH, Research Coordinator of Community-Engaged Research - Virginia Commonwealth University

Research Format 1

Salon 5

Session G Faculty Development for Service-learning and Community Engagement In Higher Education: A Review of the Literature and Survey of Current Trends

Wednesday

9.30 am – 10.45 amInstitutional Structure, Leadership and PolicyThis investigation reviewed the professional literature to identify salient features of existing faculty development programming in the field of service-learning and community engagement. This study also obtained information of current practice and formats of faculty development through a survey conducted in the Spring of 2016.

Primary Author: Marshall Welch, Independent Scholar & IARSLCE Board Member - IARSLCE

Co Author:Star Plaxton-Moore, M.Ed. + Doctoral Student, Director of Community Engaged Learning - University of San Francisco

Scholarly Format 1

Salon 5

Session G First-year student motivations for service-learning: An application of the Volunteer Functions Inventory

Wednesday

9.30 am – 10.45 amStudentsThrough application of the Volunteer Functions Inventory (VFI), this study investigates continues a line of motivations-as-antecedents research of students in service-learning. With a majority of empirical work focused on student outcomes, we propose that a purposeful focus on student inputs, including their traits and motivations, is necessary.

Primary Author: Andrew J Pearl, Ph.D., Director of Academic Engagement - University of North Georgia

Co Author:Robert K. Christensen, J.D., Ph.D., Associate Professor - Brigham Young University

Research Format 1

Salon 2

Session G Measuring the impacts of service-learning and other high-impact educational


practices on student success: Results from the pilot of a comprehensive institutional assessment model

Wednesday

9.30 am – 10.45 amStudentsWe describe an innovative institutional assessment framework for evaluating the impacts of student participation in high-impact educational practices (service-learning and a community-engagement themed living-learning program) across three categories: inclusive excellence, degree completion, and quality of learning. The framework provides data that can guide program improvements and answer research questions.

Primary Author: Lynn E Pelco, Ph.D., Associate Vice Provost for Community Engagement - Virginia Commonwealth University

Co Authors:Scott Oates, Ph.D., Director of Assessment - Virginia Commonwealth UniversityErin M Brown, Ph.D., Director, ASPiRE - Virginia Commonwealth UniversityJanice Baab, Senior Analyist, Office of Planning and Decision Support - Virginia Commonwealth UniversityJames Gahagan, Ph.D., Director, LEAD - Virginia Commonwealth UniversityGokhan Yucel, Ph.D., Executive Director, Enterprise Analytics - Virginia Commonwealth UniversityChristopher Rillstone, Program Support Coordinator, ASPiRE - Virginia Commonwealth University

Salon 2

Session G Cross-Cultural Validation of the Global Citizenship Scale for Measuring Impacts of International Service-Learning in Hong Kong Setting

Wednesday

9.30 am – 10.45 am Global Service-Learning and Community Engagement

In this study, we conduct a cross-cultural validation for the Global Citizenship Scale (GCS) to determine the applicability of the original USA context to an Asian (Hong Kong) context. A total of 1,179 responses were collected for a systematic examination of the internal consistency, factor structure and criterion-related validity.

Primary Author: Kenneth Wai Kwan Lo, Service Learning Officer - The Hong Kong Polytechnic University

Co Author:Kam Por Kwan, Professorial Project Fellow - The Hong Kong Polytechnic UniversityGrace Ngai, Associate Professor - The Hong Kong Polytechnic UniversityStephen Chi Fai Chan, Head - The Hong Kong Polytechnic University

Research Format 1

Pontalba

Session G Learning Relational Ways of Being: What Globally Engaged Scholars Have Learned about Global Engagement and Community Development

Wednesday

9.30 am – 10.45 am Global Service-Learning and Community Engagement

The purpose of this grounded theory qualitative study was to explore the capacities of globally engaged scholars from U.S. institutions to work in African communities. The study finds that globally engaged scholars employ or develop relational epistemology and axiology. A grounded theory of change for global engagement is presented.

Primary Author: Mary Ulrich, Graduate Student - Montana State University

Pontalba


Research Format 1

Session G How Do We Teach Students and Volunteers to Stop “Helping” and Start Engaging? An Assessment of Street-Level Learning

Wednesday


This research explores the teaching innovations used in partnership with Faithful Fools Institute for Street Level Learning and how immersion/experiential education programs better serve students and the community. We explore how immersion is critical to engaging individuals in social justice advocacy, rather than top-down “helping.”

Primary Author: Brandi Lawless, Assistant Professor - University of San Francisco

Co Authors:Sam Dennison, Director of Street Level Learning - Faithful FoolsKelsey Duff, Undergraduate Student - University of San Francisco


Lafitte

Session G Civic Learning by Design: Developing Curriculum for Student Learning Outcomes

Wednesday

9.30 am – 10.45 am


Intentional curriculum development for targeted learning outcomes is ubiquitous in K-12 teaching/learning scholarship, but is considered less frequently in design of civic learning programs in higher education. This session will present research on the efficacy of applying an Understanding by Design curriculum development methodology to an undergraduate, civic leadership program.

Primary Author:Courtney A. Berrien, M.A.T., Associate Director - Barry Universit

Scholarly Format 1

Conti

Session GRT Bridging the Gap: An Innovative Service Learning Assessment Method Across the Educational Spectrum

Wednesday

9.30 am – 10.45 am Epistemological and Methodological Innovations

Pre-existing assessment methods for service learning lack the ability to assess key features and complexities found in the national dichotomy between the twelfth and thirteenth grade. The innovative P-16 service learning additive assessment model addresses this evaluation gap with alternative



approaches.

Primary Author: Samantha Lynn Kanouse, M.A., Service Learning Program Assessment and Evaluation Associate - University of Nebraska Omaha


Session GRT Towards institutionalization: the experience of the University of Santiago of Chile (USACH)

Wednesday


USACH has been committed to the country's development since its establishment in 1849. Looking for the excellence of their students, it has aimed to improve the quality of learning by developing daily situations that allow them to understand the national situation pointing to a contextualized training.

Primary Author:Alicia Pérez-Lorca, MA, Lecturer - University of Santiago of Chile



Session GRTAssessing Community Engagement in Irish Higher Education: Lessons Learned from Using the U.S. Carnegie Classification Framework to Stimulate National and Institutional Assessment Efforts

Wednesday


This Round Table Discussion will create space for sharing a pilot process undertaken in Ireland to utilize the Carnegie Community Engagement Classification Framework to facilitate an assessment of civic and community engagement and offer interim findings from the 12 Irish institutions of higher education to explore perspectives on working with the Carnegie Framework within different cultures and contexts.

Co Author:Julie Cronin – Merrimack CollegeLorraine McIlrath - NUI GalwayJohn Saltmarsh - NERCHEElaine Ward – NERCHE

Research Format 1


Session GRT No Longer the New Kid on the Block: Student Perceptions of Service-Learning and Social Entrepreneurship


Service-learning and social entrepreneurship arise from distinct pedagogical frameworks. An analysis Waldorf Astoria

Ballroom


of data from surveys and focus-groups reveal how student perceptions of service-learning and social entrepreneurship differ and suggest how these frameworks may impact student development and engagement.

Primary Author: Joan Clifford, Ph.D, Faculty Consultant and Director of Community-Based Language Initiatives - Duke University

Co Authors:Matt Serra, Ph.D, Director Trinity Office of Assessment - Duke UniversityAmy Anderson, Ph.D, Faculty Consultant - Duke UniversityDavid Malone, Ph.D, Director of Duke Service-Learning - Duke University

Scholarly Format 1

Session GRTThe Ethics of Engagement

Wednesday

9.30 am – 10.45 amInclusion an JusticeUniversity-community engagement badly needs a more coherent and robust ethical framework. The soundness of specific engagement practices can be and has been assessed using a variety of ethical lenses, not all of which are compatible. I survey this eclecticism and consider the benefits (and downsides) of framing a code of ethics for community engagement.Primary Author: Kelly Brotzman, Ph.D., Assistant Professor – Washington and Lee University



Session GRTDialogue on national political context and our research: conceptualization, measurement and implications

Wednesday

9.30 am – 10.45 am


While national elections can instigate discussion on issues that youth and students care about, the various elements of a national election may also influence whether and how civic socialization and learning occurs. During this roundtable, we will discuss the potential dynamics that arise in a national political context which affect our theory, measures and what we suggest as a response to findings.

Primary Author: Abby Kiesa





Documents

· Web viewIntersectionality helps us understand the complexity of identity with which we approach the world. This roundtable identifies the components of identity that weave the