a decade of learning through service the portland state university experience steve johnson, ph.d....
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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
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.
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
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 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).
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/
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