A Community of Learners
Students in Service-Learning Programs Modeling Just Relationships
Carrie Hutnick, Saint Joseph’s University 2012
Faith-Justice Community Roles at SJU Service Scholars
Partner with professors Work in pairs in the classroom Communicate logistics
Training Contact information Service cancellations
Respond to reflection Facilitate class discussions on justice Coordinate with Placement Liaisons Regular staff meetings and supervision
Faith-Justice Community Roles at SJU Placement Liaisons
Partner with community organizations Work in Faith-Justice office and in the community Regularly attend meetings with organizational staff Communicate placements to organizations Conduct “Awareness Training” to prepare students for
service Cultural lens Logistical responsibilities Performance responsibilities
Retrieve attendance reports from organizations Facilitate organizational feedback on student
performance
Personal Development Academic
Understanding issues: Reading Seeing real application: Observation Receiving guidance and support: Supervision
Civic Performing meaningful service Building just relationships Developing a critical social analysis
Personal Writing reactions Processing emotions Talking about perceptions through dialogue
Community Development Purpose
Why do we care about each other? Why do we work together (what common values)? Why do we need each other?
Outcome What should relationships look like? What should society look like? What should policies look like?
Process How do we participate in a meaningful way together? How do we form relationships that reflect our
outcome? How do we make sustainable change?
Community for Faith-Based Action Preparing students to live the word of the
Gospel, living and treating others as Jesus did Personal faith
Academic- Education Civic- Faith in action Personal- Spiritual/theological reflection
Faith community Purpose- Agapic love/One body Outcome- Human dignity Process- Faith-Justice*
Spiritual journey unique to each student
Community for Civic Engagement Prepares students to be active participants
and promote a just democracy Personal citizenship
Academic- Education Civic- Citizen participation Personal- Value formation
Democratic community Purpose- Common good Outcome- Social justice Process- Civic Engagement/Organizing
Students as citizens must determine what role in society they take
Faith Community at SJU- Purpose Agapic Love- Students enter into relationship
to love and support one another, and to build meaningful and just relationships
Activities to Promote Agapic Love and aSense of Common Good Personal credos Personal Check-ins Share the Love Coffee Dates Martha Mary Dinners Retreats
Eyes meditation Community Builders Shared responsibility Unstructured time Affirmations
Faith-Sharing
Faith Community at SJU- Outcome Social Justice- Students learn and train together
to understand what justice looks like and how to best effectively lead their peers in transformational service and learning as a community
Activities to Promote Human Dignity and Social Justice Group service PL/Scholar Training
Facilitation techniques Reflection responses Professionalism Problem-solving
Understanding of Social Justice Theories Types of service and justice Stakeholders in service Reflection and process Power and Privilege
Social issues in Philadelphia/Camden Familiarization with Organizations in
Philadelphia/Camden
Faith Community at SJU- Process Faith-Justice- Students learn to model those loving
relationships as part of a just community outside of the Service-Learning program, on campus or in the community and beyond their time as an undergraduate
Activities to Promote Faith-Justice Scholars:
Facilitating class discussions Supervision and guidance Regular meetings with professors Responding to journal entries
Placement Liaisons: Facilitating service training for students Developing relationships with organizations Arranging and attending regular community meetings
Leadership at staff meetings Community meetings for group
education/reflection
Basic Elements of Community Diversity of perspective for dialogue and learning
Just relationships for empowerment and understanding
Shared values or goals for common purpose
Critical analysis of issues for justice and change
Co-creation of experience for meaningful action
Community Outcomes Continued support from peers after graduation
Example: Julian Tools to build community in future career and
civic roles Example: Stanley
Understanding of social change as a collective effort Example: Ashley
Skills to build healthy and just relationships Example: Cassie
Self-Reflection of purpose and vocation Example: Allie
Questions for Discussion 1. How is community built in your program or classroom?
2. Why is building community important to training students in civic engagement?
3. What knowledge, skills and motivations do you think are necessary for students to build a “just community”?
4. How might issues of power, privilege and identity be different in communities on campus than those students form “outside.”
5. How might civic engagement faculty and/or students navigate perspectives that may be different or even at conflict with one another when attempting to build a strong community of learners?
6. What role does the faculty or staff member have in a student community in civic engagement? How are professional and administrative responsibilities balanced with modeling just relationships and community for (and with) students?