S-L Theory to S-L Practice:

1. “In theory I can fly a helicopter.” S-L Theory to S-L Practice: “Context can change everything.” Summer Institute for Teaching & Learning May 21, 2019 Lane Perry, PhD Center for Community Engagement and Service Learning

2. Center for Community Engagement and Service Learning • Some theoretical nuts, bolts, & structure • Examples of practice at WCU • Prof. Betty Farmer (Communications) • Assoc. Prof. John Whitmire (Philosophy & Religion) • Assoc. Prof. Beth Wall-Bassett (Nutrition & Dietetics) • Q&A + Resources • Our Journey

3. Partners (co-creators)1 • Categories of Change Goals1 WhY? Who? Components (integrated)1 Categories of Learning Goals1 Clayton, P. (2018). SLCE: What? How? What can we learn? FICE Workshop, February 3, 2108. how? What?

4. “The heart of Carnegie’s expectation for community engagement is reciprocity or mutually beneficial relationships. By utilizing service-learning as a pedagogical approach in my PR campaigns & crisis communications courses, students have developed their skills and expertise by applying textbook concepts to address community partners’ real-world problems. Community partners have benefittedin numerous ways, including achieving business objectives, developing stronger capacities for communication and problem-solving, and developing stronger relationships with WCU, which means that these benefits accrue long after my students’ work is complete. Having an “external learning laboratory” has significantly enhanced my teaching by helping me stay up-to-date with current trends in the communication discipline. It also has significantly impacted my scholarship, as I have several scholarly outputs in both the SOTL and community engagement realms. I really can’t imagine teaching, serving, researching and creating any other way.” Professor Betty Farmer (Communications)

5. Betty Learning Outcomes COMM460 Generate and deliver both a professionally written report and presentation of the campaign to the client, local public relations professionals, and university representatives. Identify and analyze the connection between the campaign experience, personal and professional values, and the potential community impact both short-term and long-term. Stand out aspects of high-quality SLCE: Applied CCPH Principles of Partnership Scholarship about & for Engagement University-Community Engagement & Public Relations Education (IJRSLCE) A Community-Based Activities Survey: Systematically Determining the Impact on & of Faculty (Metropolitan Universities)

6. “Being linked with the merchants of Dillsboro for an entire semester helped build relationships where it didn’t necessarily feel like an obligation or just another class project. It became very real and we began to genuinely care about the success of the community and our campaign.”

7. “Teaching a class on philosophical and religious responses to suffering can become a very abstract enterprise, so sending students into the community to engage with individuals who need a hand – and others who are lending one – has really positively impacted the existential nature of the learning in my class. Through genuine conversations, students learn to see the ways others make sense of and respond to suffering in deeply personal ways, which makes the positions they encounter in our course texts far more concrete to them.” Professor john Whitmire (philosophy & religion)

8. John Learning Outcome & Context PAR354 Students will reflect on and evaluate various reasons for (and, in some cases, against!) service to their fellow citizens and others while engaged in the practice of service. Service-learning experiences will provide a valuable avenue for concrete reflection on the plausibility of positions we read about and discuss in class. Stand out aspects of high-quality SLCE: SL Module Menu (approach) Scholarship about Engagement A slow apprenticeship with the real (book chapter in Philosophers in the Classroom)

9. “Reading & discussing the texts in class helped me with understanding & conceptualizing, while the community engagement part of the class forced me to go out & actually do it. It increased my capacity to… empathize & to make sense of suffering for myself. The suffering class gave me the space to go through all of this while also putting me out into my community to put it into practice & actually do something.”

10. "Service learning and community engagement enhances the university experience by opening doors and students’ eyes to a world that cannot fit in a textbook or within the confines of classroom walls. Students grow academically and personally sometimes in ways that are difficult to measure, but fulfilling and critical for progressing their career goals. Community members connect with students, a population sometimes hard to reach through their organization, for important and sometimes out-of-the box ideas and assistance to aid their organization. As a faculty, it is a win-win-win relationship for all that also propels and quenches my love of education." professor bethwall-bassett (nutrition & dietetics)

11. Beth Learning Outcomes ND310, 331, 421, & 422 Students must be able to demonstrate how to locate, interpret, evaluate and use professional literature to make ethical evidence-based practice decisions within a real-world community partner context. Students must be able to develop, implement, and evaluate community nutrition program interventions to affect change and enhance wellness in diverse individuals and groups. Stand out aspects of high-quality SLCE: 4-Semester SL Continuum & Plan: Inquire, Investigate, Advocate, Educate Scholarship with Engagement Anthropometric status & nutrient intake of Dominican children in schools w/ & w/o school feeding programs (Topics in Clinical Nutrition)

12. “Working directly at the Hogar de niNos was an experience I will never forget. I was able to learn more about malnutrition, and its significant effects on children’s physical and cognitive development in ways I would not have learning from reading a college text book. I firmly believe seeing and experiencing these things firsthand is key to understanding.”

13. Resources FICE 2019-2020 (apply at: https://tinyurl.com/yyxunc7w) 1-on-1 Consultation (laneperry@wcu.edu or 828-246-5171) servicelearning.wcu.edu CCPH Board of Directors (2013). Position Statement on Authentic Partnerships. Community-Campus Partnerships for Health. Clayton, P. (2018). SLCE: What? How? What can we learn? FICE Workshop, February 3, 2108. Q, A, & Discussion

14. EXTRA – CCPH practices of good partnership

15. CCPH Principles of Partnership5:Strategic Planning & Processes CCPH Board of Directors (2013). Position Statement on Authentic Partnerships. Community-Campus Partnerships for Health. https://ccph.memberclicks.net/principles-of-partnership

16. CCPH Principles of Partnership5:Dynamics & Customs

17. CCPH Principles of Partnership5:Communication is Key

18. Conclusion Materials Shared Resources Shared Successes Intrinsic/Extrinsic Maintenance Sustainability Planned Dissolving is Ok Reciprocity Maintenance Sustainability Planned Dissolving is Ok Reciprocity Labor Time/Energy Communication Showing Up/Rapport Relationships Feedback Foundation Purpose & Values Mission/Vision/Goals Attitude/Trust(worthy)