Introduction to Service Introduction to Service LearningLearning@ CSUMB@ CSUMB

Educating Multicultural Community Educating Multicultural Community Builders… Builders…

……students who have the knowledge, skills and students who have the knowledge, skills and attitudes to work effectively in a diverse attitudes to work effectively in a diverse society to create more just and equitable society to create more just and equitable

workplaces, communities and social workplaces, communities and social institutions.institutions.

IntroductionsIntroductions

Share your passions and experience Share your passions and experience with:with: Community workCommunity work

Experiential learningExperiential learning

Anything else that you’d like to share…Anything else that you’d like to share…

AgendaAgenda

10:00 - 10:30 10:00 - 10:30 Introductions & OverviewIntroductions & Overview 10:30 – 11:15 10:30 – 11:15 CriticalCritical Civic Literacy Civic Literacy

(the (the knowledgeknowledge side of the side of the process process –the “what”)–the “what”)

11:15 – 12:00 11:15 – 12:00 CriticalCritical Reflection Reflection

(the (the pedagogy pedagogy side of the process side of the process

– – the “how to”)the “how to”) 12:00 – 1:0012:00 – 1:00 CriticalCritical Forms (the nuts & Forms (the nuts &

bolts)bolts)

CriticalCritical Questions Questions

CSU Monterey Bay:CSU Monterey Bay:A National leader in Service A National leader in Service

LearningLearning Only two-time recipientOnly two-time recipient of the of the ““White House White House

PresidentPresident’’s Award for Community Service s Award for Community Service in Higher Education. in Higher Education.”” (2006, 2010) (2006, 2010)

One of only four One of only four public universities with a public universities with a service learning requirement.service learning requirement.

One of twentyOne of twenty universities listed by universities listed by US News US News and World Report (2004-2014)and World Report (2004-2014) as having an as having an outstanding service learning programoutstanding service learning program

Featured in 2012 report by National Task Force Featured in 2012 report by National Task Force on Civic Learning and Democratic Engagement: on Civic Learning and Democratic Engagement: A Crucible Moment: College Learning and A Crucible Moment: College Learning and DemocracyDemocracy’’s Futures Future..

SL @ CSUMBSL @ CSUMBUniting Four Streams of Uniting Four Streams of

Innovation in Higher Innovation in Higher EducationEducation

Civic Engagement and social responsibility Civic Engagement and social responsibility as a core curricular focus (LEAP)as a core curricular focus (LEAP)

Active, applied, project-based and Active, applied, project-based and experiential learningexperiential learning

Explicit focus on issues of diversity and Explicit focus on issues of diversity and multiculturalismmulticulturalism

Outcomes-Based EducationOutcomes-Based Education

CSUMB’s Academic Program CSUMB’s Academic Program Commitment to Civic LearningCommitment to Civic Learning

Not just service hours; service is Not just service hours; service is integrated into General Education integrated into General Education andand graduation requirements in every majorgraduation requirements in every major

Connects career preparation with Connects career preparation with questions of social responsibility, questions of social responsibility, diversity, and community buildingdiversity, and community building

CSUMB is the model university “that CSUMB is the model university “that embed[s] questions about civic embed[s] questions about civic responsibilities within career preparation responsibilities within career preparation and that therefore point[s] to the next and that therefore point[s] to the next level needed in campus civic work.”level needed in campus civic work.” National Task Force on Civic Learning and National Task Force on Civic Learning and

Democratic Engagement, 2012; p. 13Democratic Engagement, 2012; p. 13

CommunityService

AcademicLearningSL

Traditional service learning……applies academic knowledge to address community issues.

But, it has the potential to do much more…

CommunityService

AcademicLearning

Civic Learning

SL

……helps students learn about “service” and develop their “social responsibility” and capacity for “civic engagement.”

What is Civic Learning?What is Civic Learning?“…learning that contributes to student preparation for community or public involvement in a diverse, democratic society” (Michigan Journal of Community Service Learning, 2001)

Traditional civics

Democratic citizenship learning

Political learning

Leadership learning

Inter- and intra-personal learning

Diversity learning

CSUMB: Social justice learning; critical civic literacy

From Service to Social From Service to Social JusticeJustice

One way to integrate diversity and One way to integrate diversity and civic learning is to move from the civic learning is to move from the language of service to the language of language of service to the language of justice and social responsibility. A justice and social responsibility. A second is to link both diversity and second is to link both diversity and civic work to the learning outcomes we civic work to the learning outcomes we want to cultivate in students. want to cultivate in students. What do What do students need to know to function students need to know to function effectively and responsibly in a diverse, effectively and responsibly in a diverse, stratified world?stratified world?

Caryn McTighe Musil, Vice President, Association Caryn McTighe Musil, Vice President, Association of American Colleges and Universities.of American Colleges and Universities.

The SL Curriculum The SL Curriculum Development Framework: Development Framework:

Service Learning PrismService Learning Prism

The pedagogy (experiential The pedagogy (experiential learning) side…learning) side…

How is facilitating How is facilitating ““experiential experiential learninglearning”” different from traditional different from traditional teaching?teaching?

The Learning SideThe Learning Side

What does it mean to explicitly focus What does it mean to explicitly focus on students learning about on students learning about ““service service and social justice?and social justice?”” KnowledgeKnowledge SkillsSkills AttitudesAttitudes and and WillWill

Multicultural Community Builders

Multicultural community builders

have the knowledge, skills and attitudes

to work effectively in a diverse society

to create more just and equitable

workplaces, communities and social institutions.

Multicultural community builders

have the knowledge, skills and attitudes

to work effectively in a diverse society

to create more just and equitable

workplaces, communities and social institutions.

Critical Civic LiteracyCritical Civic Literacy““Critical civic literacy emphasizes the role Critical civic literacy emphasizes the role

that social power plays in facilitating or that social power plays in facilitating or inhibiting meaningful participation by inhibiting meaningful participation by

individuals and/or groups in public processes. individuals and/or groups in public processes. Through critical civic literacy, students Through critical civic literacy, students

examine issues of power, privilege, examine issues of power, privilege, oppression, and systemic inequity in service oppression, and systemic inequity in service

learning courses as a required part of the learning courses as a required part of the general education curriculum…”general education curriculum…”

Pollack (2013). “Critical Civic Literacy: Knowledge at the Intersection of Career Pollack (2013). “Critical Civic Literacy: Knowledge at the Intersection of Career and Community.” and Community.” Journal of General Education.Journal of General Education.

Curriculum Development Curriculum Development ProcessProcess

NEW critical civic literacy learning outcomes:

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Discipline-based learning outcomes:

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The “META- QUESTION” about social responsibility and social justice in their

field or discipline.

What are the relevant issues of inequality and

injustice?

Clarifying your Meta-Clarifying your Meta-Question &Question &

Field-Specific SL Field-Specific SL OutcomesOutcomes In pairs, work on the Meta-Question In pairs, work on the Meta-Question

worksheetworksheet Interview each other; talk through how Interview each other; talk through how

issues of inequality and injustice are issues of inequality and injustice are present in the work or community present in the work or community contextcontext

Clarify a meta-questionClarify a meta-question Develop more specific learning outcomes Develop more specific learning outcomes

grounded in your fieldgrounded in your field (20 minutes)(20 minutes)

CST 361S: Technology CST 361S: Technology TutorsTutors

Meta-question: Meta-question: How does technology accentuate How does technology accentuate

or reduce historic inequalities? or reduce historic inequalities? How can my work help bridge the How can my work help bridge the ““digital divide?digital divide?””

Learning Outcomes:Learning Outcomes: Understand the community in Understand the community in

which the project is being carried which the project is being carried out.out.

Describe the diversity and social Describe the diversity and social inequalities in the community. inequalities in the community.

Understand the decision-making Understand the decision-making structure and power relations in the structure and power relations in the public sector related to technology.public sector related to technology.

Able to use technology to reduce Able to use technology to reduce social inequality and social social inequality and social isolation.isolation.

BUS 300S: BUS 300S: Business Ethics in ActionBusiness Ethics in Action

Big Question: Big Question: The Triple Bottom The Triple Bottom LineLineHow can businesses balance the How can businesses balance the ““triple bottom linestriple bottom lines”” of profit, of profit, people and planet? people and planet?

Outcomes:Outcomes:1.1. To deepen awareness and of disparities To deepen awareness and of disparities

in economic opportunity among different in economic opportunity among different ethnic and cultural groups and the roots ethnic and cultural groups and the roots of such disparities, within Monterey of such disparities, within Monterey County, nationally and globally. County, nationally and globally.

2.2. To gain a clearer sense of the kinds of To gain a clearer sense of the kinds of actions, attitudes and behaviors – actions, attitudes and behaviors – personal and institutional - that can alter personal and institutional - that can alter historical relationships of power and historical relationships of power and privilege and broaden economic privilege and broaden economic opportunity.opportunity.

VPA 320S: Museum VPA 320S: Museum StudiesStudiesMeta-question: Meta-question:

How can museums give voice to How can museums give voice to underrepresented populations and underrepresented populations and perspectives, and facilitate the transformation perspectives, and facilitate the transformation of social structures to create a more inclusive, of social structures to create a more inclusive, interactive discussion of history, society, and interactive discussion of history, society, and culture? culture?

Learning Outcomes:Learning Outcomes: Understand the economic and social pressures that Understand the economic and social pressures that

influence the choices made by museum personnel influence the choices made by museum personnel with regard to the development of collections and with regard to the development of collections and exhibits.exhibits.

Articulate various perspectives on how museums Articulate various perspectives on how museums ““serveserve”” society, including perspectives from both society, including perspectives from both privileged and marginalized social groups.privileged and marginalized social groups.

Describe and analyze oneDescribe and analyze one’’s own and otherss own and others’’ perceptions and ethical frameworks for decision perceptions and ethical frameworks for decision making regarding exhibit choice, design, and the making regarding exhibit choice, design, and the development of interpretive materials.development of interpretive materials.

Reflection & Reflection & Critical ReflectionCritical Reflection

ReflectionReflection: explicit : explicit activities to transform activities to transform experience into learningexperience into learning

Critical ReflectionCritical Reflection: : reflection focused on reflection focused on issues of power and issues of power and positionalitypositionality

Critical Reflection in Critical Reflection in SLSL: reflection focused on : reflection focused on issues of power and issues of power and positionality related to the positionality related to the service relationshipservice relationship

Traditional vs Critical Traditional vs Critical Reflection in Service Reflection in Service Learning Learning (Mitchell, 2009)(Mitchell, 2009)

Approaches to Critical Approaches to Critical ReflectionReflection

On-going: Critical Incident Journals; On-going: Critical Incident Journals; etc.etc.

Summative: Pre- and Post-Course Summative: Pre- and Post-Course Tape Reflection ActivityTape Reflection Activity

Activities that examine “service and Activities that examine “service and social justice”social justice” What does service mean to you?What does service mean to you? Race to the American DreamRace to the American Dream Paper ChainPaper Chain

Discussion on Critical Discussion on Critical ReflectionReflection

What approaches have you been to What approaches have you been to be most effective in helping students be most effective in helping students examine issues of power, privilege examine issues of power, privilege and positionality?and positionality?

What has been difficult about doing What has been difficult about doing “reflective learning?”“reflective learning?”

Lunch Discussion:Lunch Discussion:Nuts & Bolts of Nuts & Bolts of

PartnershipPartnership Forms & Online ProcessesForms & Online Processes

Required student formsRequired student forms Optional student formsOptional student forms Required community partner formsRequired community partner forms

Accessing the S4 database (MySLP)Accessing the S4 database (MySLP) http://myslp.csumb.eduhttp://myslp.csumb.edu

Student Leadership in Student Leadership in Service Learning (SLService Learning (SL22) )

ProgramProgram Nationally-recognized Nationally-recognized

program; peer-facilitated program; peer-facilitated learninglearning

13 “Squares” working in SL 13 “Squares” working in SL classrooms and with classrooms and with community partnerscommunity partners Facilitating learning about issues Facilitating learning about issues

of diversity and social justiceof diversity and social justice

Minor in Service Learning Minor in Service Learning LeadershipLeadership

SL Liaisons & SupportSL Liaisons & Support Andrea Monroe Andrea Monroe

(x5175)(x5175) HCOMHCOM SBGSSBGS VPAVPA WLCWLC MPAMPA CHHSCHHS

Aline Reyna (x4184)Aline Reyna (x4184) BusinessBusiness KinesiologyKinesiology Liberal StudiesLiberal Studies

Laura Lee LienkLaura Lee Lienk(x3689)(x3689) SMART CollegeSMART College CARTCART

Seth Pollack (x3914)Seth Pollack (x3914) SLI SLI NursingNursing

General Info: Asya General Info: Asya GuillloryGuilllory (x3644)(x3644)

http://service.csumb.eduhttp://service.csumb.edu

Questions?Questions?

For additional For additional resources please go to:resources please go to:

CSUMBINFO/Service CSUMBINFO/Service Learning/public/SL-Learning/public/SL-

Outcomes-2011Outcomes-2011