Creating Paths to Change Service-Learning Breakfast Workshop May 15, 2012

1. Creating Paths to Change Service-Learning Breakfast WorkshopMay 15, 2012 Co-sponsored by the Community-Based Service-Learning Program and Center for Community Engagement St. John Fisher College, Rochester, NY

2. Program Agenda • Welcoming Remarks and Introduction • Dr. David Pate, Associate VP for Academic Affairs • Dr. Lynn Donahue, Coordinator, Community-Based Service-Learning and Center for Experiential Learning • Tom Toole, Director, Center for Community Engagement (CCE) • Breakfast and Showcase of Service-Learning Projects • Introduction to Community-Based Service-Learning at St. John Fisher College • The 3 C’s for Effective Collaboration Discussion and Case Studies • Commitment • Dr. Jim Bowman, English, SJFC • Case Study and Recommendations • Communication • Dr. Karyl Mammano, Business, SJFC & CCE • Case Study and Recommendations • Compatibility • Sister Christine Wagner, St. Joseph’s Neighborhood Center • Case Study and Recommendations • Discussion and Application

3. Definition of Service-Learning Life Biography creation with St. John’s Home ENG 425: English Senior Seminar WGST 101: Introduction to Women’s Studies Service-learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich students’ learning, meet community needs, and strengthen communities.

4. Criteria for Community-Based Service-Learning Minimum # of Hours: 15; Average # of Hours: 20; Max Hours: 40 Optional or Required Capacity-Building or Client Support Meaningful Service: Service meets real community needs and is sustainable over multiple semesters. It acknowledges the wisdom and skills of our community partners. Student Learning: Service work meets course goals. It increases the meaningfulness of course material and enhances students’ learning. Reflection: Assignments link course content with service. Reflection results in learning from service.

5. Program Goals Soil testing for presence of lead for SE neighborhoods CHEM 315: Analytical Chemistry Lab CHEM 412: Advanced Topics Chemistry • Increase capacity within nonprofits in three primary areas of need impacted by the economic downturn: • Health Care and Wellness • Housing and Economic Development • Youth and Education • Create sustainable, reciprocally beneficial service-learning partnerships within nonprofit organizations and neighborhoods in the city of Rochester. • Create opportunities for SJFC students to engage in two types of service-learning: • Client Support • Capacity-Building Projects • Cultivate students’ academic, professional, personal, and civic development.

6. Growth of CBSL at SJFC(funded by CNCS Learn and Serve America) Fisher students: 360 Course Sections : 23 Faculty: 14 Community Partner Projects: 42 Fisher students: 533 Course Sections: 38 Faculty: 28 Community Partner Projects: 60 Fisher students: 640 Course Sections: 38 Faculty: 21 Community Partner Projects: 71

7. Continuum of Community-Based Experiential Learning Community Partner/ Service Student/ Learning Volunteerism & Community Service Service Scholars & 1st Gen. Scholars Field Education & Internships in the major Service-Learning • Volunteerism and Community Service: • Focus more on community and the service. • No integration with academic courses. • Field Education and Internships: • Focus more on student and learning. • Has academic component, but not always integrated with an academic course. • Service Scholars and First Generation Scholars: • Focus is on both the community and the student. • No integration with a 3-credit academic course. • Community-Based Service-Learning: • Focuses on both students and community and service and student learning. • Service is integrated with a 3-credit academic course.

8. Community-Based Service-Learning Partners Partnerships have been created based on those that 1) have been significantly impacted by the economic downturn in the 3 need areas, 2) have identified needs for client support and/or capacity-building projects, 3) are located in or serving the city of Rochester, and 4) have the resources to support SL students. Youth: • The Advocacy Center • Center for Youth • Cobblestone School • East High School • Monroe YMCA Teen City • Red Cross Next Generation Leaders Program • Safe to be Smart at Rochester Public Library Health Care: • AIDS Care • American Red Cross • CP Rochester • St. John’s Home • Rochester Roots • St. Joseph Neighborhood Center • Neighborhood Soil and Water Testing • South Wedge Farmer’s Market • Housing: • Bethany House • Catholic Family Services • Mary’s Place • NeighborWorks Rochester • Rochester Interfaith Hospitality Network • Saint’s Place • SEAC • Sojourner House • Volunteers of America - Residential Services Refer to handout for list of Fall 2012 Service-Learning Courses and Projects

9. Why? • Why do community partners want to partner with college faculty and students through service-learning? • Why do faculty want to partner with community organizations through service-learning?

10. Community Partner Impact Assessment Results Spring 2012(17 responses)

11. Student Impact Assessment Results2011-2012 & Fall 2011 (95% response rate) I’m interested in doing SL as part of future courses. (78%F; 75%S; 81%F11) I plan on doing further community service after semester ends. (81%F; 75%S; 85%F11) • Added Meaning: I gained knowledge, skills, or awareness that has added value and meaning to this course. (96%F; 93%S; 97%F11) • Applied Learning: SL helped me understand how course concepts can be applied to everyday life. (95%F; 92%S; 97%F11) • Cooperation and Communication: SL strengthened my collaborative skills as a team member and taught me how to work well with supervisors and clients/customers. (94%F; 89%S; 97%F11) • Civic and Social Awareness: SL helped me to become more aware of the needs in the community and developed cross-cultural awareness and understanding of others who are different than me. (89%F; 88%S; 87%F11)

12. FacultyImpact Assessment Results (Spring 2012)(10 responses) Survey Design and Analysis for Neighbor Works PSYCH 204: Advanced Statistics • Added Meaning:  Students gained knowledge, skills, or awareness that has added value and meaning to this course. (100%) • Course Goals:  Service-learning helped accomplish the course goals. (100%) • Applied Learning:  Service-learning helped students understand how course concepts can be applied to everyday life. (100%) • Community Partnerships:  Service-learning resulted in enhanced community collaborations and relationships. (90%)

13. Stoeker & Tryon, Eds, 2009 The Unheard Voices: Community Organizations and Service Learning Guiding Questions Is service-learning reciprocally beneficial to both the community and the students? Are the outcomes valuable so that we don’t place a burden on our community partners that is greater than the benefits they receive? Does a meaningful connection exist between students’ work in the community and their learning in the classroom?

14. The 3 C’s for Successful Collaboration Commitment Communication Compatibility Stoeker & Tryon, Eds, 2009 The Unheard Voices: Community Organizations and Service Learning

15. 3 C’s for Successful Collaboration • Commitment • To achieving mutually beneficial outcomes through collaborating with vs. providing service to the community. • To a sustainable relationship over multiple semesters and with multiple courses. • To professional relationships and quality outcomes. Dr. Jim Bowman, English, SJFC

16. Bob, a course instructor who is new to service-learning, hears that his students are creating positive relationships with clients during their meal sharing. However, they are experiencing some difficulty creating a healthy eating manual for the clients. The students have started their research, but only one student from the group has asked what the organization’s goals and client’s needs are. Another student has submitted some material for feedback that focuses more on the theoretical than on what the clients really need. The students have been assigned to apply what they are learning in class to create a quality product that will be used by the organization to educate the clients. • What are the roadblocks in this scenario to achieving mutual benefit, creating professional relationships, and developing a quality product? • How might the roadblocks be overcome? • What are the community partner, course instructor, and student roles in this scenario? Case Study #1 (Commitment)

17. Memorandum of Understanding • CONTACT INFORMATION: • Community Partner Initial Contact: (the person(s) responsible for scheduling and orientation) • Community Partner Primary Contact: (the person(s) responsible for overseeing students’ work) • Can one or both contacts meet in class for an orientation or other meetings? • NEEDS AND ASSETS: Please identify the needs your organization or program have AND/OR future goals (thatFisher students can work to address/accomplish). This information will help the students understand the importance and necessity of their work. • DESIRED OUTCOMES: What are your desired final outcomes that Fisher students will deliver that would meet your needs?If relevant, please provide a job description of students’ responsibilities in order to achieve the desired outcome. • STUDENT PREPARATION AND SUPPORT: Service-learning projects usually follow a path of preparation, collaboration with and support by the community partner, and a deliverable or concluding activity. Where relevant, could you provide us with the following information: • Volunteer requirements for your agency (e.g. background checks, health tests, confidentiality agreement) • Support you can provide that is needed for this project (e.g. introduce students to clients, review drafts, debrief about challenges, provide agency information) • When and how many times you can meet with students (e.g. 3 times for product creation meetings, brief check-ins each week, e-mail updates, best times to meet with students during the week/day) • Other scheduling information (e.g. hours of operation, required training dates)

18. 3 C’s for Successful Collaboration • Communication • Within a student-professor-organization triad and that’s ongoing. • About the expectations and roles of students, faculty, and partners • About the contextual and root issues that impact our partners. Dr. Karyl Mammano, Business & CCE, SJFC

19. Lesley, a student from a small upstate New York town, has expressed that she feels nervous and out of her comfort zone when working at the after-school program. While she is beginning to engage with the teens she is tutoring and apply some of her course work, she feels frustrated when the teens don’t show that “they appreciate” her being there and aren’t always responsive to her desire to “help”. In addition, there is often different staff in the classroom each time Lesley is there and they don’t seem to understand her role. Her goal is to enhance the teen’s academic achievement. • What are the roadblocks in this scenario that might be due to communication (e.g. with the partner and/or instructor, about expectations and roles, about the perspectives of the teens)? • How might the roadblocks be overcome? • How might the community partner work with Lesley in a way that is different than how volunteers are “supervised”? Case Study #2 (Communication)

20. Communication Before the Semester • Designate one person to provide training and oversee students’ work. • Communicate to all the staff who will come in contact with the students what their schedules and responsibilities are. • Complete your portion of the MOU on your needs, desired outcomes, and availability to meet with the students. Read the instructor’s portion. • Review course goals and logistics with the instructor and Coordinator.

21. Communication During the Semester Provide an orientation to help students understand your needs and expectations. Review the information and policies that apply to the students such as mission, confidentiality, dress code, schedules, attendance and punctuality, and boundaries. Provide a tour and introduce students to key staff members. Encourage all to make the students feel welcome and part of your organization. Meet with students at the beginning, middle and end of the semester (on average) to review the students’ learning goals, goals of the project, status of the project, and to give and receive feedback. Return student communication and provide timely feedback (students are meeting assignment deadlines within a 15-week semester.)

22. Communication at End of the Semester Debrief with students on client support and capacity-building work. Receive feedback from them. Make a plan for receiving final products either in-person or by mail. Make sure you receive an electronic version of all documents you will use and adapt for your agency’s purposes. Complete a Community Impact Assessment to help us assess outcomes and impact.

23. 3 C’s for Successful Collaboration • Compatibility • Between the goals of the course and needs of the community. • Between the demands of the project and skill sets of the students. • Between the culture of the college and the community partner. Sister Christine Wagner, Director, St. Joseph’s Neighborhood Center

24. Jeff, a volunteer coordinator at a local nonprofit, is overseeing a group of service-learning students assigned to create an internet marketing plan. He finds that while many of the students have been making the weekly research meetings and interviewing the clients, others haven’t been following through on their responsibilities. Their reasons range from sports team involvement, conflicting schedules with peers they carpool with, sickness etc. In addition, students don’t always give enough lead time when scheduling meetings and interviews and get impatient when e-mails from their community contact and clients aren’t returned promptly. • What are the roadblocks in this scenario that might be due to differences in the goals of the course and the needs of the community and between the culture of students/college and their non-profit partner? • How might the roadblocks be overcome? • What are the community partner, course instructor, and student roles in this scenario? Compatibility

25. Cultural DifferencesMark Batenburg (1995) Community Organization College or University • Why Engagein Service-Learning: The organization sees service-learning as an opportunity to involve youth volunteers, to meet current and future community needs, and to achieve an end product: trees planted, meals prepared, funds gained, clients served. • Project Planning and Leadership: The community partner generally follows a template, based on prior experiences with managing volunteers to meet the goals of the organization or agency • Project Scheduling: The organization schedules projects based either on the needs of the constituency served, or on the availability of adult volunteers. • Assessment: The community partner asks, “How did we do?” – and evaluates success based on concrete, quantifiable results such as how many trees were planted, how many clients were served. • Why Engagein Service-Learning:The college sees service-learning as an effective strategy to educate students, teach civic responsibility, and engage them in a process of acquisition of knowledge and skills. CBSL Program sees SL as achieving mutual benefit. • Project Planning and Leadership: The college plans projects around course learning goals and provides opportunities for students to assume a leadership role in planning and leading the project. • Project Scheduling: The school plans service-learning projects to coordinate with course goals, college time-line, and college schedule. • Assessment:The college sees the project as part of a continuum and asks, “What will we do differently if we do this again?” Evaluation originates from the reflection process, ongoing throughout the project. The CBSL Program also assesses based on mutually beneficial outcomes. .

26. Discussion of Case Studies Monroe YMCA Teen City developing a Youth Entrepreneurship “Healthy Snacks” Program with Social Change through Service students

27. Questions and Application to your Partnership and Project Sojourner House partnering with Digital and Social Media students

28. Ways CBSL Cultivates the 3 C’s • Project Development: We commit to understand the organization’s needs and design courses around those needs if possible. We determine the skills needed to meet the community’s needs and ensure students have what is minimally needed or will develop these skills within their course. • Sustainability: We keep records of past projects and future needs so that students from service-learning courses can be deliberately matched with community agencies. We commit to continuing the partnership each semester or year. • MOUs: We facilitate good communication from the beginning by holding pre-semester planning meetings with the partner and course instructor. We use a Memorandum of Understanding (MOU) to clarify expectations, the project plan, and a time-line.

29. Ways CBSL Cultivates the 3 C’s • Student Orientation: We communicate expectations to students in-class, provide an orientation to students through a Podcast, and require students to sign a Service-Learning Agreement. We require/recommend students participate in an agency orientation, request feedback from their partners on product drafts or client support work, keep partners updated throughout the semester, and engage in reflection and debriefs in-class. • Community Needs: We provide opportunities for students to understand the complexities and root causes of the social issues impacting their community partner and integrate this understanding into their project, depending on the course. We encourage students to be receptive to modifying their ideas if it doesn’t match with the needs of the organization.

30. The Process of Developing a Service-Learning Partnership • Community Partner, Service-Learning Coordinator, and Course Instructor will collaboratively: • Determine community partners’ needs (and strengths) and course goals • Brainstorm project ideas that are mutually beneficial • Develop the parameters (roles, expectations, benchmarks) of a service-learning project • Projects must: • Be either Direct Client Support or Capacity-Building. • Be substantive enough for an average of 20 hours of service per student (with a min. of 15 hours and a max. of 30 hours.) • Fit within the time-table of a 14 week semester (Sept.-Dec.; Jan.-April) • Accommodate a team of students or the whole class. • Receive oversight by a community agency staff person. • Course instructor will communicate with the community partner before the semester begins to finalize goals and logistics. The instructor and/or Coordinator will follow-up mid-semester. • A Memorandum of Understanding will be sent to all community partners to complete and review at the beginning of the semester. Partners will also be asked to complete a Community Impact Assessment at the conclusion of the semester. • A Project Support Mini Grant may result in funds to support project expenses. • Students will take part in an agency orientation and schedule semester meetings; number, when, and how many depending on the project.

31. For further information and student examples, please check out our Website and Showcase Site: • Community-Based Service-Learning • Website and Showcase Site: http://www.sjfc.edu/academics/servicelearning/ Dr. Lynn Donahue Coordinator, Service-Learning Initiative and Center for Experiential Learning 585-385-7342; ldonahue@sjfc.edu