Community-Based Service-Learning @ St. John Fisher College Rochester, NY

1. Community-Based Service-Learning @ St. John Fisher College Rochester, NY Dr. Lynn Donahue, Coordinator – Center for Experiential Learning Service-Learning Faculty Training June 2011

2. Growth of CBSL at SJFC 500 Fisher students met community needs in 35 course sections with 25 faculty and 25 community partners

3. Sample Service-Learning Courses Arts and Science Management, Nursing, and Pharmacy Education CI & A Primary Literacy Students designed and created new learning centers for a partner City schools Collaboration for InclusionStudents researched topics of need for parents of children with exceptional needs through a partnership with the Advocacy Center Diversity in American SocietyStudents provided workshops and research for Catholic Family Services. American Social Justice Student teams worked with Saint’s Place to assist with resettlement. Environmental Studies In partnership with Cobblestone School, students developed a Sustainability Fair. Analytical Chemistry II Lab Students conducted water analysis in partnership with Monroe County Department of Environment. Digital LiteraciesStudents provide training to St. John’s Home elders on Facebook Promotions Management Students created promotional campaigns for Southeast small businesses Management Capstone Students created a campaign to market the selling of Coffee Connection’s fair-trade coffee. Multicultural Community Health In partnership with St. Joseph’s Neighborhood Center, students assessed the benefits of a unique health care model. Pharmacy of Cancer Students will conduct educational workshops for agencies like Gilda’s Club.

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

5. Continuum of Community-Based Experiential Learning Community Partner/ Service Student/ Learning Volunteerism & Community Service (SWAV; Teddi) Field Education & Internships in the major Service Scholars & 1st Gen. Scholars Service-Learning • Volunteerism and Community Service: • Focus more on community and the service. • Tends to be short-term. • No integration with academic courses. • Field Education and Internships: • Focus more on student and learning. • Tends to be semester-long or longer. • 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. • Projects tend to be semester-long and sustainable.

6. Criteria for Effective CBSL 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. Demonstration: Students share results of work to partners and peers and celebrate their successes. Health and Finance Fair at Sojourner House PSJS 250: Social Change through Service Minimum # of Hours: 15 Average # of Hours: 20 Optional or Required Capacity-Building or Client Support

7. Research and Theory that inform CBSL at Fisher PROBLEM-BASED SERVICE-LEARNING: “PBSL engages students working in teams in the solving of real, community-based problems. Through PBSL, students are presented with problems and asked to seek authentic and viable solutions” (Gordon, 2003). NEUROPSYCHOLOGY AND THE BRAIN: Learning is profoundly influenced by the social relationships individuals engage in and is enhanced by “emotionally resonant, challenging situations involving multiplicity of inputs that allows students to make connections among ideas and experiences (Caine and Caine, 1997 as stated in Gordon, 2003). CONSTRUCTIVISM: Knowledge is not fixed, but “socially constructed” by individuals’ interactions with others and their environment. Cognitive conflict is the stimulus for learning and determines the natures of what is learned (Savery and Duffy, 1995). DEWEY AND FREIRE: Their theories of the importance of experience, reflective activity, citizenship, community, and democracy informed the emergence of service-learning (Giles and Eyler, 1994). While many of their theories overlap, they depart on the ideological purposes of education and Freire engaged in critical reflections of race, class, and power. KOLB: Illustrated the importance of combining individual action with reflective thinking to develop greater understanding of course content through an Experiential Learning Cycle (Kolb, 1994). • SOCIAL CHANGE MODEL OF LEADERSHIP: Increasing students’ ability to take initiative and serve as leaders during the service-learning process can occur through the incorporation of three leadership principles: Community, Collaboration, and Common Purpose (Higher Education Research Institute of UCLA, 1993)

8. Corporation for National and Community Service Learn and Serve America The Corporation for National and Community Service is a federal agency that engages more than 5 million Americans in service through Senior Corps, AmeriCorps, Learn and Serve America and the Social Innovation Fund, and leads President Obama’s national call to service initiative, United We Serve. Learn and Serve America enables over one million students to make meaningful contributions to their community while building their academic and civic skills. Out of 250 applicants nation-wide for Learn and Serve America HE, only 20 received awards total. We were the only one from NY State!

9. 2010 President's Higher Education Community Service Honor Roll On May 12, 2011, St. John Fisher College was named to the 2010 President's Higher Education Community Service Honor Roll with Distinction by the Corporation for National and Community Service Your selection to the Honor Roll is recognition from the highest levels of the federal government of your commitment to service and civic engagement on your campus and in our nation. Only 12 in NYS were given this distinction.

10. 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 in the South East quadrant of Rochester, NY or NP serving the SE. • 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. 3-Year Grant Program Goals Soil testing for presence of lead for SE neighborhoods CHEM 315: Analytical Chemistry Lab CHEM 412: Advanced Topics Chemistry

11. Community-Based Service-Learning Activities • Director: Program Director • Faculty: Faculty training; Course Consulting; Faculty Fellow Stipends • Community: Community Partner training; SL project development • Students: Student Orientation Podcast; Student Mini Grant Program • Assessment: Faculty, Community Partner, and Student Impact Assessment • Other: • MLK Day of Service Project • Showcase Website and Social Media • Four Freedoms Week Photo Exhibit • Social Justice and Arts and Sciences Poster Fair • PETAL Sessions

12. Learn and Serve America Higher Education Community-Based Service-Learning Partners 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 Partnerships have been created based on those that 1) have been significantly impacted by the economic downturn, 2) have identified needs for client support and/or asset-based/capacity-building service-learning projects, 3) are located in or serving the Southeast neighborhood of Rochester, and 4) have the resources to support SL students. • 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 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 • South East Neighborhood: • Highland Park Neighborhood Association • Southeast Area Coalition (SEAC) • SouthWedge Planning Committee • Upper Monroe Avenue Neighborhood (TREC; Street Manager)

13. StudentImpact (Student Impact Assessment) Marketing Proposals for South Avenue Small Businesses MGMT 325: Promotions Management • Added Meaning: I gained knowledge, skills, or awareness that has added value and meaning to this course. (96%) • Applied Learning: SL helped me understand how course concepts can be applied to everyday life. (95%) • 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%) • Civic Awareness: SL helped me to become more aware of the needs in the community. (90%) • Social Awareness: Working in community settings developed cross-cultural awareness and understanding of others who are different than me. (88%) Refer to Astin, et al., 2000; Eyler, J. et al., 1997; Peters, T. et al., 2006 for further data on the student impact of SL.

14. Student Impact Continued • I’m interested in doing SL as part of future courses. (78%) • I plan on doing further community service after semester ends. (81%) • “The service helped me better understand class sessions and readings. Actually working with a family helped me to understand course material first-hand.“ • You definitely have to think on your feet and be able to communicate well. It’s a good learning experience. • “This experience made me realize I chose the right career path because of my passion for the class.” • This experience made me feel important and needed, like I made a difference • This experience opened my eyes on the many ways that one person could help a community. • "I learned that just because someone grew up in a different environment than you, and may have a different ethnicity, doesn't mean that you can't share similarities.  I was blind to the fact that we may have things in common” (student).

15. Handbook and Grant Writing for Cobblestone School ENG 355: Advanced Professional Writing • Mission: Students’ SL work contributed to fulfilling our organization’s mission. (92%) • College Partnership: SL has allowed us to effectively partner with SJFC and faculty. (92%) • Student Attitude:  SL students had a positive attitude and were open to learning. (96%) • Student Reliability:  SL students were reliable and followed through in performing their assigned work. (83%) Of the total types of projects: • Capacity-building products: 100% • Information: SL students provided information of value to our clients. (80%) • Research:  SL students provided research data on a topic of value. (69%) • Client support: 85% • Relationship-Building: Students built positive relationships with clients through SL. (75%) • Skill Development: Students’ SL outcomes enhanced client skill development. (50%) Community Partner Impact (Community Impact Assessment) Refer to Astin, 2006; Kelshaw, et. al, 2009; & Strait, et. al, 2009 for further data on the community impact of SL.

16. Community Partner Feedback Advocacy Center Cobblestone School NeighborWorks Rochester Saint’s Place Student projects have increased the capacity of our staff in ways that we don’t have the time or expertise to implement here. Our program has benefited from students’ ability to assess the data we collect. The students (and instructors) we have worked with have been very capable. (Katrina Rex, Healthy Blocks Program Manager) The students really captured the spirit of our ministry and did an impressive job. Our ministry is always hectic...yet the students knew and understood what we wanted to convey to people. We have a finished product that are proud to use to "sell" our good works! (Michelle Quinn, Program Director) Our participation in service learning helps us accomplish our mission by providing opportunities to spread the disability awareness message and share our vision of creating a world that works for everyone. We truly enjoy working together with the students. (AllynStellges, Director of Program Development and Colleen Brown, Public Education Coordinator) Service-Learning increased our appreciation of SJFC’s focus on academic excellence and the breadth of St. John Fisher College's programs of study. We received very useful deliverables related to Cobblestone marketing and community relations and future grant writing. (Lisa Kindig, Director)

17. FacultyImpact (Faculty Impact Assessment) • 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. (100%) “I found this to be a very worthwhile project with great pedagogical as well as personal benefits for the students.” “The students gain real world experience including the things that go well as well as the struggles that applied researchers face.  They come out much more prepared to apply what they've learned at Fisher to their future.” Survey Design and Analysis for NeighborWorks PSYCH 204: Advanced Statistics

18. Institutional Impact • Recruitment: Extends presence in Rochester community; results in media coverage ; attracts students interested in service; recruits prospective students of color. • Retention: SL leads to enhanced engagement with students, faculty, and staff which can lead to increased retention. • Diversity Mission: Many SL projects involve students working with others who differ from typical Fisher student and can break barriers. • Alumni Support: The annual giving data shows that students who have participated in service programs are considerably more likely to donate when they graduate. • Job-Ready Graduates: Service-learning results in job-ready skills, “real world” experience, and networking opportunities. • SJFC Mission and Catholic Heritage: Service-learning is central to Fisher’s mission, its Catholic tradition, and the Fisher experience. Tutoring and Workshops for Teaching and Learning Institute, East High School ITED 422: Diversity in American Society Refer to Astin, A.W. et al., 1998; Keup, J. 2005; Tinto, 2002; Kuh, 2008; and Peters, T. et al, 2006 for further data.

19. Our Vision • Student Participation & Leadership: Formal mechanisms will be in place to encourage student participation e.g. transcript notation and create service leadership opportunities. • Research and Publication: Service-learning will become a research and publication avenue for Fisher faculty and will be rewarded in the tenure process. • Community Issues: SL will address the most pressing issues impacting our city through sustainable and interdisciplinary projects. • A Center: Center for Experiential Learning, under the Office of Academic Affairs, run by a FT Director, has been approved for 2011-2012. • Coordination: A Center will function as an umbrella for service, service-learning, and other community-based experiential learning and serve to facilitate communication among diverse initiatives. • Across the Disciplines: Service-learning will be available in the core and in all schools and majors and use skills and knowledge to address the top issues impacting Rochester, NY. The growth of campus service initiatives will be included in the college strategic plan.

20. Service-Learning Carousel • If service-learning really worked in my class, it would . . . • My biggest concern about service-learning is . . . • My most successful moment with service or experiential learning is . . .

21. Integrating Service-Learning

22. 1. What are the learning goals that will be met through service-learning? 3.Inter and Intra-personal Learning: • Collaborative learning • Diversity and cultural perspectives • Effective communication • Self-efficacy and empathy 4.Learning to be a Learner • Becoming active and independent Learners • Applying knowledge • Using evidence to articulate ideas • Finding and assessing the quality of information • Critical analysis and problem-solving • Content Learning and Discipline-Specific • Disciplinary learning • Subject-matter content • Civic Engagement and Community Learning: • Community or population issues • Grass-root efforts • Relevant public policies • Historical perspectives • Civic engagement and activism Adapted from Center for Community-Service Learning.  California State University; Rubin, 2001.

23. 2. What are your meaningful service partners and projects that will address a real community need and meet your course goals?(The Service) • Capacity-Building Project: If relevant, what capacity-building product will students create to address the needs/dilemmas/problems stated by your community partner? Describe student roles and responsibilities and desired outcomes. • Client Support: If applicable, what client support (one-on-one assistance) will students provide that will give them insights to population they are “serving” and support client needs? Describe student roles and responsibilities and desired outcomes. • Is your project required or optional and what are the hours? • Required • Optional • 30-40 hours , 20-30 hours , 15-20 hours • Partners: What community partner(s) have been established at this point? In what way will you communicate with the community partner before, during, and after the semester (e.g. project expectations, student performance)?

24. A Commitment to Maximizing Community Impact through . . . Focusing on mutual benefit to both institution and community through sustainable partnerships. Focus is on collaboration with vs. service to the community. Hearing the “voices from the community” and understanding the significant societal issues that impact our partners, an important step in finding solutions. Using a strength-based approach that build on the assets and capacities of those we serve and supporting self-sufficiency among clients through client-support work. Adapted from Barnes, Altimare, Farrell, Brown, Burnett, Gamble, & Davis, 2009; Fitzgerald and Bargerstock 2007)

25. 3. How will you prepare students? • Communication:In what way will you orient students to the community needs and service project goalsand expectations (i.e. syllabus, handouts, discussion)? • Logistics: How might you help students with beginning of the semester logistics (e.g. agency orientation, client support hour scheduling, paperwork, transportation)? • Student Preparation: What learning activities might you assign to “front load” needed knowledge (contextual, social, root cause issues), teach and practice skills (role playing), and build confidence?

26. Potential Misconceptions • Students’ grade and academic credit is for the demonstration of academic and civic learning, not for service. • Experience and learning are not the same. Reflection through assignments and in-class discussions are used to harvest the academic linkages. • The service-learning component is not an “add-on” but will be integrated into the course and may replace previously existing assignments. • Service-Learning can include client or project-based, on or off campus work, and individual or group service.

27. A Word About Flexibility • Syllabus may need to be modified depending on students’ experiences and community’s needs. • Changes may occur with community partner schedule and staffing. • Changes and frustrations can be turned into teachable moments. • Emphasize to students that working with real issues and real partners/clients is a process that requires persistence, patience, and flexibility to create a professional product/outcome.

28. Integrating Service-Learning

29. 1. How will you roll-out the client support or capacity-building project?2. How will you integrate mid-semester benchmarks? • How will you role-out the client support or capacity-building project? • How many hours do students need to provide client support per week for how many weeks? • What are the steps students need to follow to create the required product e.g. determine a vision, interview clients, research information, create a draft? • How will you check-in and support students’ service-learning work e.g. in-class team meetings, on-line discussions, benchmark assignments)? How can you receive students’ feedback about their progress, questions, and concerns? • What information might you want to “backfill” to inform and build on the experiences students are gaining at their service site? Are there “models of quality” that you can show students to demonstrate what you expect?

30. Our Students Can be Leaders • How can you help students feel ownership of the creation and/or management of the SL experience? • How can you enable students to solve the problems that may arise during their service? • How can you enable students to obtain feedback from their community partner during the semester and before submitting a final product?

31. 3. How can you integrate reflection? Reflection is the link that connects service with the learning and learning with the service. Reflection is about deriving meaning and knowledge from the experience and is central to service-learningaccomplishing course goals. WHEN? Before Service: Examine beliefs, assumptions and attitudes; Provide context and cultural awareness During service: Share observations and concerns; Ask for and receive feedback; Solve problems After Service: Evaluate impact of service; Assess personal growth

32. 4. How might you integrate formative and summative assessments? Formative Summative Problem-Solving Papers Theory Application Papers Service-Learning Self-Assessment Final Written Reflection Class Presentations Portfolio Resource Manual

33. The Learning • Course Goals: How will the SL component help students meet your course goals (academic goals, civic development, skills and attitudes)? How will you measure whether the service-learning component improved learning outcomes? • Reflection: What will constitute the “reflective learning” component that links course content with service to support personal, professional, academic, and civic learning (e.g. written reflections, oral presentations)? • Student Support: How will you help create client support and capacity-building products that are meaningful and of quality? Examples include required updates to community partners and instructor, product drafts and input of partner feedback, end of semester reports and presentations.

34. Integrating Service-Learning

35. 1. How can you conclude?2. How can students disseminate and share their work? • What is your plan for disseminating the results of the service-learning (i.e. product delivery to the community partner, resource manual creation, final presentation to the class)? How will you ensure that the partner has received the final product? • How can students recognize and thank work done by community partners? If relevant, how might students celebrate their learning and service work (e.g. open showing of videos, on-site reception with community partners? • How might students share their outcomes with each other and possibly with college community? • How might you build in opportunity to receive feedback from the partner on the outcomes of students’ work? (other than through the Partner Impact Assessment)?

36. Capturing Information; Communicating Needs Faculty Community Partner Course Development Proposal/Stipend Application (Due July 1st for fall; October 1st for spring; distributed during training and through e-mail from Lynn Donahue) Faculty Training Manual (distributed during training) Faculty Impact Assessment (Faculty receive a link to Qualtric’s survey through e-mail at end of semester.) Partner Project Proposal and Memorandum of Understanding (Faculty receive a copy before beginning of semester.) Partner Informational Brochure Partner Impact Assessment (Partners receive a link to Qualtric’s survey at end of semester.)

37. Preparing Our Students; Reporting our Outcomes Student CBSL/Learn and Serve Student Orientation Podcast andStudent Agreement Form (distribute 1st week of class; receive through e-mail from Lynn Donahue) Student Mini Grant Application (receive through e-mail 3rd week of the semester from Deb Vanderbilt) Student Impact Assessment (distribute last weeks of class; receive paper copies from Lynn Donahue) LASSIE Bi-annual Progress Report Showcase Website

38. For More Information: • Community-Based Service-Learning Website and Showcase Site: http://www.sjfc.edu/academics/servicelearning/ • Dr. Lynn Donahue • Service-Learning Initiative - Program CoordinatorPhone: 585.385-7342Dr. Jennifer Rossi • Co-Chair, Service-Learning Advisory BoardPhone: 585.385.8110Dr. Deborah VanderBilt • Co-Chair, Service-Learning Advisory BoardPhone: 585.385.8193