A Decade of Learning Through A Decade of Learning Through ServiceService

The Portland State University ExperienceThe Portland State University Experience

Steve Johnson, Ph.D.Steve Johnson, Ph.D.

Fulbright FellowFulbright Fellow

Social Research InstituteSocial Research Institute

Chulalongkorn UniversityChulalongkorn University

Institutionalizing Civic Engagement at Portland State Institutionalizing Civic Engagement at Portland State University: Agents and Architects of a FlourishingUniversity: Agents and Architects of a Flourishing

DemocracyDemocracy

Portland State UniversityPortland State University Urban (Metropolitan) InstitutionUrban (Metropolitan) Institution 25,000 students - 2/3 Undergraduate25,000 students - 2/3 Undergraduate Diverse Student Body - Age, gender, Diverse Student Body - Age, gender,

experienceexperience

Size & Scope of Service Learning Size & Scope of Service Learning CommitmentCommitment

Annually, 7800 students formally participate in CBL courses Over 400 faculty involved 1000 community partners

Goals of PSU’s Education Reform 1990sGoals of PSU’s Education Reform 1990s

To fulfill the urban mission To fulfill the urban mission (Let knowledge serve the city)(Let knowledge serve the city) To be supported by local community as some To be supported by local community as some

traditional forms of support decreased.traditional forms of support decreased. To lower drop out rateTo lower drop out rate To find a reputation niche, not a major research To find a reputation niche, not a major research

universityuniversity More opportunity for students to gain applied More opportunity for students to gain applied

experiencesexperiences To return to earlier education framework (John To return to earlier education framework (John

Dewey etc.) to produce citizens as well as wage Dewey etc.) to produce citizens as well as wage earners.earners.

Civic Mission of UniversityCivic Mission of University

A major force behind the interest in the civic mission A major force behind the interest in the civic mission of universities is the desire of the academic of universities is the desire of the academic community to re-establish a link between education community to re-establish a link between education and the general quality of community life. and the general quality of community life.

To create public good by graduating students who To create public good by graduating students who have a sense of responsibility to be active citizens, have a sense of responsibility to be active citizens, whatever their political values may be, and by being whatever their political values may be, and by being active to create more effective community active to create more effective community governancegovernance

Why the Civic Mission is ImportantWhy the Civic Mission is Important

Putnam’s TheoryPutnam’s Theory

Citizens in America less engaged in community Citizens in America less engaged in community life since 1960slife since 1960s

Also there is less social capitalAlso there is less social capital The two are relatedThe two are related A society with dwindling civic engagement, A society with dwindling civic engagement,

social capital, and trust is not efficientsocial capital, and trust is not efficient People are not only less involved but when they People are not only less involved but when they

are it is more contentiousare it is more contentious

What is social capital?What is social capital?

If If physical capitalphysical capital is wholly tangible, being is wholly tangible, being embodied in observable material form, embodied in observable material form,

and and human capitalhuman capital is less tangible, being is less tangible, being embodied in the skills and knowledge acquired embodied in the skills and knowledge acquired by an individual,by an individual,

social capitalsocial capital is less tangible yet, for it exists in is less tangible yet, for it exists in the relations among persons.the relations among persons.

Example, a park that is safe in a neighborhood Example, a park that is safe in a neighborhood vs. having to secure it with policevs. having to secure it with police

Working TogetherWorking Together

DeToqueville accurately predicted DeToqueville accurately predicted that America would face a crises. If that America would face a crises. If people did not work together to people did not work together to solve problems then the government solve problems then the government would need to create more and more would need to create more and more rules, more and more bureaucracy.rules, more and more bureaucracy.

The most expensive governance The most expensive governance involves governing individuals who involves governing individuals who only look out for themselvesonly look out for themselves

Community Governance: need to Community Governance: need to facilitate wisdom of Crowdsfacilitate wisdom of Crowds

Government becomes facilitator of Government becomes facilitator of community problem solvingcommunity problem solving

Citizens need new civic skills and Citizens need new civic skills and knowledge to be effective citizensknowledge to be effective citizens

Many social and environmental problems Many social and environmental problems can’t be solved without participation can’t be solved without participation (chart)(chart)

Community Problem Solving: Community Problem Solving: hardware and software solutionshardware and software solutionsProblem Hard solution Soft solution

Defensive spending

Crime Police Community policingSecurity systemsPrisons

Water pollution Sewer system Storm water disconnectWaste Collection/ Recycling

incinerationWar Pentagon spending Diplomacy

“welfare” spendingChild care Private providers extended family

NeighborsCommuting More/better highways car pooling

Flex carMass transit

Property loss/ Insurance NeighborlinessHealth care Barn raising

Preventative healthSocial network supportcare giving

The Value of an EducationThe Value of an Education

To Get a Job, but alsoTo Get a Job, but also Develop social networkDevelop social network Be willing and able to be a good and Be willing and able to be a good and

effective citizeneffective citizen

The Importance of “weak Ties”The Importance of “weak Ties”

The value of an education at, for example, The value of an education at, for example, Harvard is as much or more about the ties Harvard is as much or more about the ties one makes as the actual educationone makes as the actual education

Bridging social capital as well as bondingBridging social capital as well as bonding

Variety of Experiential EducationVariety of Experiential Education

VolunteerismVolunteerism Community ServiceCommunity Service InternshipsInternships Field EducationField Education Community Based LearningCommunity Based Learning Service LearningService Learning

What it is and is notWhat it is and is not

If students remove trash from a stream: they are providing a service to the community as volunteers

When students remove trash from a stream, analyze what they found,

share the results and offer suggestions for the neighborhood to reduce pollution,

and then reflect on their experience That is Service Learning

Definition of Service LearningDefinition of Service Learning

A teaching and learning approach that A teaching and learning approach that integrates community service with integrates community service with academic study to enrich learning, academic study to enrich learning, teach civic responsibility, and teach civic responsibility, and strengthen communities.strengthen communities.

National Commission on Service LearningNational Commission on Service Learning

Outcomes of Service LearningOutcomes of Service Learning

To assist students to see the relevance of the academic subject to the real world.

To enhance self-esteem and self-confidence of students.

To increase the civic skills of students. To better prepare students for their

careers Link learning in the classroom to learning

in the community

Additional Social Goals of Service Additional Social Goals of Service LearningLearning

To expose students to societal inadequacies and injustices and empower students to remedy them

To provide cross-cultural experiences for students.

To enable students to help others, give of themselves, and enter into caring relationships with others.

Capstone ExamplesCapstone Examples

CBLExamples/EXAMPLES OF CAPSTONES copy.doc

Structure of Service Learning at PSUStructure of Service Learning at PSU

Over-All StructureOver-All Structure

General Education RequirementsGeneral Education Requirements Freshman Inquiry (80% some community Freshman Inquiry (80% some community

involvement)involvement) Sophomore Inquiry, Gateway to the 27 upper Sophomore Inquiry, Gateway to the 27 upper

division Clustersdivision Clusters Upper Division ClustersUpper Division Clusters Senior Capstones (6 credit classes)Senior Capstones (6 credit classes)

Upper Division ClustersUpper Division Clusters American studies archaeology Asian studies classic Greek civilization community studies environmental sustainability European studies family studies freedom, privacy, & technology global environmental change healthy people/healthy places knowledge, rationality and

understanding Latin American studies leadership for change media studies

medieval studies middle east studies morality nineteenth century popular culture professions & power renaissance studies science in the liberal arts

sciences - humanities sexualities women's studies

AdministrationAdministration

Center for Academic ExcellenceCenter for Academic Excellence Provide faculty support (mini grants and dept. grants)Provide faculty support (mini grants and dept. grants) Civic breakfasts, other speakers etc.Civic breakfasts, other speakers etc. Advocate for change, e.g. Tenure reviewAdvocate for change, e.g. Tenure review

Campus Compact--national organizationCampus Compact--national organization University Studies OfficeUniversity Studies Office Senior Capstone Coordination officeSenior Capstone Coordination office

Institutional Perspectives on Service Institutional Perspectives on Service LearningLearning

Benefits to Higher Education Benefits to Higher Education InstitutionsInstitutions

Keeps some students in school Helps with Career choice Connects student, faculty and

community in work toward a common good

Strengthens public support – postsecondary education as a public good

Faculty PerspectiveFaculty Perspective

Forces faculty to rethink teaching Forces faculty to rethink teaching methodsmethods

Service Learning can be Service Learning can be unpredictableunpredictable

Brings up uncomfortable dialogue Brings up uncomfortable dialogue about difficult issuesabout difficult issues

Forces faculty to think across Forces faculty to think across discipline boundariesdiscipline boundaries

Community PartnersCommunity Partners

Currently 1000 partnershipsCurrently 1000 partnerships GIS-based Partners database

Community Partner’s Motives for Community Partner’s Motives for InvolvementInvolvement

Teaching students about NPO world and the current issues

Inspiring an activist spirit Keeping students in the community Positive impact on clientele,

especially youth Access to special expertise;

capacity/skills not otherwise available

Principles of Partnership Principles of Partnership DevelopmentDevelopment

Discuss a set of agreed upon goalsDiscuss a set of agreed upon goals Discuss measurable outcomes for the partnershipDiscuss measurable outcomes for the partnership Establish ways to share resourcesEstablish ways to share resources Establish a method to have accessible communicationEstablish a method to have accessible communication Provide a mechanism for feedbackProvide a mechanism for feedback Recognize the opportunities the partnership provides Recognize the opportunities the partnership provides

that otherwise could not be donethat otherwise could not be done Provide plenty of time for planningProvide plenty of time for planning The partnership will develop and evolve overtimeThe partnership will develop and evolve overtime

University as Incubator of Civic IdeasUniversity as Incubator of Civic Ideas

Students and artists precipitated development of Portland neighborhood system

College Housing Northwest, in a class, now multi-million operation

First Curbside recycling program Urban Greenspaces Program Alternative Transportation Program Food First and Diggable Cities Program

Student PerspectiveStudent Perspective Lack of familiar structure--open ended, Lack of familiar structure--open ended,

unpredictabilityunpredictability Standards of evaluation differentStandards of evaluation different Working in groups can be difficultWorking in groups can be difficult Scheduling difficultiesScheduling difficulties Different realities of Student life and “real life Different realities of Student life and “real life

work”work” Lack of civic skills or different perspectives on Lack of civic skills or different perspectives on

working for the public welfareworking for the public welfare Political and personal issuesPolitical and personal issues

Civic Skills and KnowledgeCivic Skills and Knowledge

CIVIC CAPACITY MATRIX

Types of Capacity

Beliefs/Values Beliefs/Values KnowledgeKnowledge SkillsSkills

Levels of ActivityLevels of Activity

IndividualIndividual

Beliefs/values regarding Beliefs/values regarding self-interest, self-self-interest, self-confidence confidence Sense of personal efficacySense of personal efficacySense of personal responsibilitySense of personal responsibilityAttitudes regarding service to societyAttitudes regarding service to society

Theories of moral developmentTheories of moral developmentEthical Theories of care and justiceEthical Theories of care and justiceTheories of adult learningTheories of adult learningTheories of adult developmentTheories of adult development

Interpersonal communicationInterpersonal communicationCapacity for self-reflection Capacity for self-reflection

Group/TeamGroup/TeamBeliefs/values regarding efficacy of group Beliefs/values regarding efficacy of group activityactivityBelief/values regarding diversity Belief/values regarding diversity Self-confidence and sense of efficacy when Self-confidence and sense of efficacy when working in groups/teamsworking in groups/teams

Role theoryRole theorySmall group behaviorSmall group behaviorTheories of diversityTheories of diversityMotivation theoriesMotivation theories

CollaborationCollaborationConflict resolutionConflict resolutionTeam leadershipTeam leadershipGroup decision-makingGroup decision-makingGroup presentationGroup presentation

Organizational Organizational

Beliefs/values regarding role of organizations Beliefs/values regarding role of organizations in societyin societyEfficacy of organizational activityEfficacy of organizational activity

Organizational theory & behaviorOrganizational theory & behaviorTheories of organizational leadershipTheories of organizational leadershipComparative value of different types of Comparative value of different types of organizations (community groups, organizations (community groups, political parties, voluntary assoc., etc)political parties, voluntary assoc., etc)

PlanningPlanningCoordinationCoordinationProject managementProject managementCoachingCoachingMentoringMentoringFacilitatingFacilitating

Community/ SocietyCommunity/ Society

Beliefs/values regarding society, Beliefs/values regarding society, public/private domains public/private domains Beliefs/values regarding social change, i.e. Beliefs/values regarding social change, i.e. sense of fatalism, confidence about the future, sense of fatalism, confidence about the future, attitude toward politics, etc.attitude toward politics, etc.

Public governance Public governance processes/structuresprocesses/structuresTheories of community/societyTheories of community/societyOrigins of modern liberalismOrigins of modern liberalismUnderstanding of comparative role of Understanding of comparative role of economics, sociology, political science, economics, sociology, political science, anthropologyanthropology

Public participation Public participation Meeting facilitationMeeting facilitationUse of quantitative/ qualitative Use of quantitative/ qualitative techniques for decision-makingtechniques for decision-makingOrganizing and sustaining community- Organizing and sustaining community- centered activitiescentered activities

© Morgan, D., Williams, D., & Shinn, C. (2000).

AssessmentAssessment

StudentsStudents FacultyFaculty PartnersPartners CommunityCommunity

Student PerspectiveStudent Perspective

79%

76%

68%

39%

0 10 20 30 40 50 60 70 80 90 100

This course connected what Ilearned to real life situations

My community work in thiscourse benefited the community

I will continue to volunteer in thecommunity after this course

I was volunteering in thecommunity before taking this

course

CBL/Capstone Student Perceptions of Community Based Learning

CBL outcomes for Student career goals

3.57

3.35

3.05

2.7

2.8

2.9

3

3.1

3.2

3.3

3.4

3.5

3.6

3.7

Enhanced "realworld"

communication

Helped problemsolving skills

Clarified careerplans

1.1. Strongly disagree Strongly disagree 2.2. DisagreeDisagree3.3. NeutralNeutral4.4. AgreeAgree5.5. Strongly Agree Strongly Agree

Faculty Outcome on Professional Faculty Outcome on Professional DevelopmentDevelopment

4.294.25

3.67

3.58

3.2

3.4

3.6

3.8

4

4.2

4.4

Change in teachingstrategies

Relationship w/students enhanced

Leadership skillsenhanced

Helped focus myscholarship

1. Strongly disagree, 2. Disagree, 3. Neutral, 4. Agree, 5. Strongly Agree 1. Strongly disagree, 2. Disagree, 3. Neutral, 4. Agree, 5. Strongly Agree

Influence of CBL on Partner’s MissionInfluence of CBL on Partner’s Mission

52%

43%

33%29%

24%

14%10%

5%

0%

10%

20%

30%

40%

50%

60%

Enhancedservice

offerings

Newconnectionswith other

groups

More clientsserved

Moreservicesoffered

New insightsabout our

organization

Otherinfluences

Moreleverage ofresources

No influence

Partner’s Awareness of PSUPartner’s Awareness of PSU

48%

33% 33%29%

5%

10%

0%

10%

20%

30%

40%

50%

60%

Learned aboutprograms

Know who tocall for

information

Increasedknowledge ofPSU resources

More involvedin PSU

activities

Taking classes Other

Community Partner ChallengesCommunity Partner Challenges

33%

19%

14% 14%

5%

19%

0%

5%

10%

15%

20%

25%

30%

35%

Staff timedemands

Project timeinsufficient

Students notwell prepared

Students didn'tperform asexpected

Mismatch Other

Effective Partnerships (HUD)Effective Partnerships (HUD)

Joint exploration of goals and interests and limitationsJoint exploration of goals and interests and limitations Creation of a mutually rewarding agendaCreation of a mutually rewarding agenda Operational design that supports shared leadership, decision-Operational design that supports shared leadership, decision-

making, conflict resolution, resourcesmaking, conflict resolution, resources Clear benefits and roles for each partnerClear benefits and roles for each partner Identification of opportunities for early successes for all; shared Identification of opportunities for early successes for all; shared

celebration of progresscelebration of progress Focus on knowledge exchange, shared learning and capacity-Focus on knowledge exchange, shared learning and capacity-

buildingbuilding Attention to communications patterns, cultivation of trustAttention to communications patterns, cultivation of trust Commitment to continuous assessment of the partnership itself, as Commitment to continuous assessment of the partnership itself, as

well as outcomes well as outcomes

Lessons Learned: How to Develop and Lessons Learned: How to Develop and Integrate Service LearningIntegrate Service Learning

Planning for Service Learning: first questions

What are the expected learning goals? How does service learning help students reach

those goals? What will be the teaching role of community? What will be evidence of mastery of content? How will the impact on student learning and

development be measured? How will the impact on community capacity be

measured?

Ways to Engage CampusWays to Engage Campus Survey faculty interestsSurvey faculty interests Review course syllabi for examples of service learningReview course syllabi for examples of service learning Support campus discussion to understand and define Support campus discussion to understand and define

terms and create a common language of engagement terms and create a common language of engagement Analyze internal grant applications and sabbatical reports Analyze internal grant applications and sabbatical reports convene faculty who have engagement projects and convene faculty who have engagement projects and

support them as early adopterssupport them as early adopters Hold focus groups across academic unitsHold focus groups across academic units Hold town meetings that bring faculty and community Hold town meetings that bring faculty and community

togethertogether

Ways to Involve Faculty (1)Ways to Involve Faculty (1) Tie service learning to scholarship and researchTie service learning to scholarship and research Invite engaged faculty to present seminars and Invite engaged faculty to present seminars and

workshops to their colleaguesworkshops to their colleagues Support their attendance at regional and Support their attendance at regional and

national conferences about engagementnational conferences about engagement Provide stipends to support new or expanded Provide stipends to support new or expanded

projectsprojects Highlight engaged faculty and their projects in Highlight engaged faculty and their projects in

campus publicationscampus publications

Ways to Involve Faculty (2)Ways to Involve Faculty (2) Establish an annual award for faculty Establish an annual award for faculty

achievement in civic engagementachievement in civic engagement Invite scholars of civic engagement to speak on Invite scholars of civic engagement to speak on

campuscampus Collect data on civic engagement outcomes and Collect data on civic engagement outcomes and

share the analysisshare the analysis Bring community representatives into campus Bring community representatives into campus

events and campus discussions.events and campus discussions.

Things to Keep in Mind for StudentsThings to Keep in Mind for Students Time pressure Work load Competition Lack of control over some aspects of the project Role ambiguity Conflict between personal beliefs and student role as an

organizational member Conflict between team members Lack of communication among peers/work team Lack of understanding about the nature of the work project Lack of feedback on project performance

Issues Working with Community PartnersIssues Working with Community Partners Clarity on course goals and objectives Number of students Student time availability and restraints Demographic profile of students Faculty involvement Level of supervision Expectations of partner’s responsibility Timeline and product clarity Human subjects review Legal issues Ethical issues Safety issues

Ways to Move AheadWays to Move Ahead

Increase visibility-internally & externallyIncrease visibility-internally & externally Assess, document, publicizeAssess, document, publicize

Recruit allies – PR, development, IR, alumni, Recruit allies – PR, development, IR, alumni, community leaderscommunity leaders

Celebrate successes- Let partners and students Celebrate successes- Let partners and students tell their storiestell their stories

Be political – searches, curricular reform, Be political – searches, curricular reform, accreditation, strategic planningaccreditation, strategic planning

Link to learning goals & faculty developmentLink to learning goals & faculty development Link to public support - demonstrate education’s Link to public support - demonstrate education’s

role in creating public goodrole in creating public good

Summary: Some Lessons LearnedSummary: Some Lessons Learned

Build from early Adapters Maximize the community role in learning process Provide students with training, supervision, monitoring,

evaluation Understand and build upon the differences in learning in

classroom and learning in the field Use internal and external incentives (grants, promotion review) Assume a scholarly approach working with faculty Value different disciplines and pedagogical approaches Consider having faculty rather than staff lead the way Explore one or more requirement such as capstone Use education or other faculty to develop pedagogic alternatives Tie program development directly to Institution mission

ResourcesResources Corporation for National And Community Service,

http://www.cns.gov/ National Service-Learning Clearinghouse,

http://search.servicelearning.org/ Center for Academic Excellence, Portland State University,

http://www.pdx.edu/cae/ Metropolitan Universities, http://muj.uc.iupui.edu/ Campus Compact, http://www.compact.org/ American Democracy Project,

http://www.aascu.org/programs/adp/about/default.htm Community-Campus Partnerships for Health,

http://depts.washington.edu/ccph/

EXTRA SLIDESEXTRA SLIDES

Examples of CapstonesExamples of Capstones Art and Social Change Asset Mapping with GIS - Empowering Communities Ballot Initiatives, Society and the Environment Bicycle Barriers: Alternative Transportation Issues in

Portland Business Strategy in a High Tech Start-up Caribbean Studies Change for the Common Good: AmeriCrops Civic Leadership Collaborations: Boys and Girls Club Communities, Public Housing and History Community Psychology Contemplative Practice and Civic Engagement Creating a Community Vision: Portland 2030 Creative Industries: Creating an Ad Campaign for Biking

Advocates Creativity, Culture and Community Cross-Community Connections Design, Development and Delivery of Interactive Media

and E-Learning

Developing Assets in Homeless and Disadvantaged Populations

Effecting Change Effective Environmental Education Employee Surveys for Understanding and Addressing

Workplace Issues Empowering Communities with GIS and Asset Mapping Evaluating the Effectiveness of Criminal Justice

Interventions Family Mathematics Forgotten in the Heart of Portland: Engaging the Reality

of Old Town Gay Rights, Television, Film and Social Change Girl Power Global Portland - Hmong Global Portland - Somalia Global Portland, Bantu Resettlement Grant Writing for Environmental Advocacy Grantwriting for Social Change History of Chinese People in the Pacific Northwest

Examples Of CapstonesExamples Of Capstones Hunger and Homelessness: TeamWorks for

Change Hunger in the City: In Search of Community

Food Security Immigration and the Workforce I Influencing Public Policy: Lessons Learned

from Tobacco Prevention Inside Out Prison Exchange Linking the Generations: Communication,

Aging and Society Linking the Generations: Communication,

Aging and Society Marketing and Retention for an Educational

Not-for-Profit Media Activism and Social Medieval Portland Meditation for Global Healing Monumental Women: Portland's History on the

Web and on the Ground Music for Social Change. Nature in the Neighborhood

Next Generation Civic Leadership Oral Histories: Valley Migrant League

Outside In: Art, Community and Empowerment, Art and Homeless Youth

Placemaking with the City Repair Project Preserving LGBTQ History Public Relations for Non-Profits Sexual Assault in the Community and on the

College Campus Sexual Minority Youth: Their Stories and Needs Social Justice for Adolescents Spirituality of Being Awake Sustaining Oregon's Communities and

Landscapes Training Needs Assessment and Delivery Volunteer Stream Monitoring Wetland Ecology and the Arts Working with Immigrant Students