Alternative Partners And Non-traditional Partnerships Margaret-Mary v eteran service-learning scholar charter school St

1. Alternative Partners and Non-Traditional Partnerships in Teacher Education: The Successes, Challenges, and Pitfalls of Crafting Partnerships and Cultivating Partners 2014 Gulf South Summit “Creating Capacity Collaboratively: Connecting Learning and Civic Outcomes” Thursday March 27, 2014 2:15 Meeting Room A Margaret-Mary Sulentic Dowell Louisiana State University Estanislado S. Barrera, IV Jennifer L. Jolly Louisiana State University Louisiana State University Leah Katherine Saal Tynisha D. Meidl Arkansas State University St. Norbert College

2. Alternative Partners And Non-traditional Partnerships Margaret-Mary veteran service-learning scholar charter school Stan novice to emerging service-learning scholar public library Jennifer veteran service-learning scholar state museum Leah novice service-learning scholar International school in Chile Ty veteran service-learning scholar urban charter school

3. The three overarching goals of workshop: explore the successes of alternative partners and non-traditional partnerships that connect learning and civic outcomes, examine the challenges of alternative partners and non-traditional partnerships that connect learning and civic outcomes, and illustrate how long-term partnerships that connect learning and civic outcomes can devolve.

4. Five cases of service-learning: Alternative partners and non-traditional partnerships In each case, researcher refigured course to enhance civic learning outcomes and strengthen campus-school-community partnerships.

5. Successful community partnerships Case 1: The Carver Cubs Book Club Estanislado S. Barrera, IV Case 2: Pride of Place: Stories in Service-Learning Jennifer L. Jolly Challenges of developing long distance partnerships Case 3: Service-Learning Abroad Leah Katherine Saal Case 4: From the Mid-West to the South: TynishaD. Meidl Pitfalls of maintaining a long term partnership Case 5: Crafting Field Experiences in an Urban Charter School Margaret-Mary Sulentic Dowell

6. CASE 1: CARVER CUBS BOOK CLUB ESTANISLADO S. BARRERA, IV ASSISTANT PROFESSOR OF READING & LITERACY STUDIES LSU School of Education

7. Creating the Carver Cubs Book Club • A “commitment [that has] taken the form of doing strategic planning together [and] intentionally developing interdependent agendas” (Marton, 1995, p. 30). • The Partnership • CCELL • Baton Rouge Parish Public Library System • Carver Library & patrons • Barrera & graduate level course for Reading Specialists Morton, K. (1995). The irony of service: Charity, project, and social change in service-learning. Michigan Journal of Community Service Learning, 2, 19 -32.

10. “A partnership [is a] relationship that calls for significant investment of time and effort on both sides, relationships designed to continue far beyond achieving specific tasks” (Zlotkowski, 1999, p. 73). The benefits: Zlotkowski, E. (1999). Pedagogy and engagement. In R. Bingle (Ed.), Colleges and universities as citizens (pp. 96 -120). Boston: MA: Allyn & Bacon.

11. Case 2: Pride of Place: Stories in Service-Learning Jennifer L. Jolly Associate Professor, Gifted Education Louisiana State University

12. Pride of Place: Stories in Service-Learning Louisianan State Museum

13. Education Pre-service Teachers & Louisiana State Museum Students developed social studies units that incorporated an aspect of the museum. The museum opened several months after Hurricane Katrina in 2005 and took several years to build up an educational staff, leaving educator resources lacking. Several museum staff approached the course instructor in 2006 about developing units of study with my class for the museum, particularly their exhibit on Old South Baton Rouge (and corresponding book).

14. Reflection: Social Studies Outcomes Several students indicated a new or renewed interest in social studies as evidenced, “If I was a young student and was given the chance to take a field trip to this museum, I honestly believe that my judgment and perception of social studies would have been more positive.” “Although I know our actions in class are not enough to change the curriculum throughout all the schools in the nation, I do hope it will help start a chain reaction that will lead to greater interest and emphasis being placed on the subject.” “. . . the museum inspired me to consider what more that I may not know about social studies. I felt encouraged to explore other areas of social studies and eventually I will share what I learn with my students.”

15. Reflection: Engagement Many students remarked about the importance of the museum to the local community and beyond, “ . . . because it [the museum] it shows their heritage and makes the people feel important and it shows them that they are leaving a great legacy behind.” “I did not know much about the other regions of Louisiana and this museum could be a great source to other Louisianans wanting to know more about their state.” “I realized that this museum is important because it is an organization devoted to researching and assembling exhibits that accurately reflect and educate people about places and people that they may never visit.”

16. Case 3: Service-Learning Abroad Leah Katherine Saal Assistant Professor, Reading & Literacy Studies Arkansas State Univesity

17. Bracketing Factors

18. Theoretical Frame • Glocalization (Robertson, 1992). • Disaster response as a socially situated, culturally relevant practice (Devore & Schlesinger, 1998; Green, 1995; Lum, 1996).

19. Data Sources & Analysis • 15 participants (12 pre-service teachers, 3 graduate students) • Daily journals • Students’ blogs • Pre-Post abroad interviews • Constant comparative analysis with a-priori codes outlined from theoretical frame • Autoethnography The sea gave us sadness, but it depends on us to let the sun shine on our lives and our future.

20. Challenge in Preparing for the Distant Local • Legal/ethical frameworks • IRB • Fundraising • Social/cultural frameworks • Locus of control/autonomy in partnership • Equity • Cultural relevance

21. Case 4: From the Mid-West to the South: There are Good Schools Everywhere Tynisha D. Meidl Assistant Professor of Education Interim Director of Service-Learning St. Norbert College

22. Theoretical Framework • Cultural Competency & Multicultural Awareness • Ability to teach students who are culturally “different” from you. • Recognize, appreciate, and understand the true meaning of cultural sensitivity and competence. • Develop and apply developmentally appropriate teaching methods and materials that are sensitive and relevant to culturally and linguistically diverse student populations. • Provide learning experiences that affirm all learners • (Delano-Oriaran, 2013; Banks, 2002; Gay 1994; 2000; Nieto, 2000).

23. Challenges

25. Building a Sustainable partnershop

26. Each Fall Semester

27. Case 5: Crafting field experiences in an urban charter school: Demise of a long term partnership In this final demonstration, attendees will be encouraged to critique the series of events that culminated in the demise of a five year partnership. Margaret-Mary Sulentic Dowell Associate professor, Literacy & Urban Education Louisiana State University

28. This study employed three data sources: observations, student reflections, and service-learning course evaluations. Observations, often recorded in a personal reflective journal, e-mails, and written reports became the primary source of data with student reflections, and service-learning course evaluations providing triangulation with observations.

29. Data were analyzed using Creswell’s (1998) and Glaser and Strauss’ (1967) constant comparative method involving a continuous cycle of conception and categorization. Field notes generated from observations, reflections, and service-learning course evaluations were coded line-by-line using open coding. Codes that correlated were merged to form code concepts. Analysis of concepts led to themes. Point of saturation occurred when no new themes emerged.

30. Final themes: the value in cultivating long-term partners, the significance of frequent group reflection in preparing PSTs for teaching in culturally diverse settings, and how turnover threatens sustainability.

32. Rapid faculty turnover in the partnering charter school, new leadership, and unethical behavior resulted in this partnership dissolving.

33. Critique Questions Concerns Comments

34. CONTACT US: Margaret-Mary Sulentic Dowell Louisiana State University sdowell@lsu.edu Estanislado S. Barrera, IV Louisiana State University esbarreraiv@lsu.edu Jennifer L. Jolly Louisiana State University jjolly@lsu.edu Leah Katherine Saal Arkansas State University lsaal@astate.edu Tynisha D. Meidl St. Norbert College tynisha.meidl@snc.edu