university of nebraska - lincoln july 6, 2010 patti h. clayton
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Building Capacity for Excellence and Leadership in Civic Engagement at UNL: What, Who, How, and Why? Patti H. Clayton. University of Nebraska - Lincoln July 6, 2010 Patti H. Clayton. PHC Ventures 2010. Civic Engagement means … WHAT?. PHC Ventures 2010. - PowerPoint PPT PresentationTRANSCRIPT
Building Capacity for Excellence and Leadership in Civic Engagement at UNL:
What, Who, How, and Why?
Patti H. Clayton
University of Nebraska - Lincoln
July 6, 2010
• Patti H. ClaytonPHC Ventures 2010
Civic Engagement means …WHAT?
PHC Ventures 2010
Civic Engagement involves…WHO?
HOW are they involved --What are their potential roles?
PHC Ventures 2010
WHY Civic Engagement?
Professionally …
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Pathways into Civic Engagement (Saltmarsh)
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Mission
Teaching & Learning
Epistemology
Community / Partnership
Civic Engagement
Pathways into Civic Engagement
Pedagogy: “People worldwide need a whole series of new competencies...But I doubt that such abilities can be taught solely in the classroom, or be developed solely by teachers. Higher order thinking and problem solving skills grow out of direct experience, not simply teaching; they require more than a classroom activity. They develop through active involvement and real life experiences in workplaces and the community.” [Interview with Ted Marchese, AAHE Bulletin, 1996]
“Why do we need more than a vocational education? In part, because we live more than a vocational life: we live a larger civic life and we have to be educated for it.”
[D. Mathews]
“According to the recent report by the National Center on Education and the Economy, “the core problem is that our education and training systems were built for another era, an era in which most workers needed only a rudimentary education ( p. 8). A 21st century education must prepare all of our students to be creative, innovative solution-finders who can deal with problems they have never seen before while working with people they have never met before, many of whom are very different in values, culture, experience and expertise from themselves, while the problem itself continues to change as they work on it.” [J. Ramaley, 2007]
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Pathways into Civic EngagementPartnership: American colleges and universities are “one of the greatest hopes for intellectual and civic progress in this country. I am convinced that for this hope to be fulfilled, the academy must become a more vigorous partner in the search for answers to our most pressing social, civic, economic, and moral problems, and must reaffirm its historic commitment to what I call the scholarship of engagement….
What is needed is not just more programs, but a larger purpose, a larger sense of mission, a larger clarity of direction….
Ultimately, the scholarship of engagement also means creating a special climate in which the academic and civic cultures communicate more continuously and more creatively with each other.”
[Ernest Boyer, The Scholarship of Engagement. 1996.]
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Pathways into Civic Engagement
Epistemology: “…the pursuit of knowledge itself demands engagement. Increasingly, academics in many disciplines are realizing that their own intellectual territory overlaps with that of other knowledge professionals working outside the university sector…Knowledge is being keenly pursued in the context of its application and in a dialogue of practice with theory through a network of policy-advisors, companies, consultants, think-tanks and knowledge brokers as well as academics.”
[ Association of Commonwealth Universities]
“In short, the domain of knowledge has no one-way streets...We need to think of knowledge in an ecological fashion, recognizing the complex, multifaceted and multiply-connected system by means of which discovery, aggregation, synthesis, dissemination, and application are interconnected and interacting in a wide variety of ways. The ecological system of knowledge is complex and multidimensional, often messy and confusing, with many modes of feedback and many cross connections. ” [Ernest A. Lynton, “Knowledge and Scholarship”, 1994]
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Pathways into Civic Engagement
Mission: “Universities engage multiple partners in the production of knowledge, and we cannot erect barriers between universities and communities in that process. We are, in short, all in this together.”
[Rebecca Bushnell, Dean of the School of Arts and Sciences, Penn ]
“Higher education in this country has always been expected to serve the public good. Sometimes, the emphasis is on preparing educated citizens or practitioners in especially critical fields. At other times, the discussion has been more about how public service can deepen and enrich learning and prepare students to lead purposeful, responsible and creative lives. Sometimes, the focus is upon institutions themselves as major intellectual and cultural assets and how those resources can be tapped to build healthy communities.”
[Judith Ramaley, 2007]
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Pathways into Civic Engagement (Saltmarsh)
PHC Ventures 2010
Mission
Teaching & Learning
Epistemology
Community / Partnership
Civic Engagement
WHY Civic Engagement?
Institutionally …
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WHY Civic Engagement?
On an index card …
1) Draw a box in the center
2) Write in that box one thing about UNL you would like to see enhanced / changed / improved
3) Draw 4 arrows, one coming from each corner of the index card,
leading toward the box in the center
4) Label each of the 4 arrows with 1 way that civic engagement can contribute to the enhancement / change / improvement you
would like to see at UNL PHC Ventures 2010
WHY Civic Engagement?
Citizen-ally…
PHC Ventures 2010
WHY Civic Engagement?
Flip the index card over …
1) Draw a box in the center
2) Write in that box one thing about “the community” you would like to see enhanced / changed / improved
3) Draw 4 arrows, one coming from each corner of the index card,
leading toward the box in the center
4) Label each of the 4 arrows with 1 way that civic engagement can contribute to the enhancement / change / improvement you
would like to see within “the community” PHC Ventures 2010
WHY Civic Engagement, nationally?
Alignment with broader initiatives, such as
* Student engagement / high impact pedagogies* Student access, transition, retention, success* Assessment* Learning communities* General education* Economic development* Faculty development
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WHY Civic Engagement, nationally?
Integration across faculty roles and disciplines
Recruitment: students and faculty/staff – next generation Collaboration with particular communities (local, regional, state, international)
Civic learning (knowledge, skills, attitudes / dispositions / values)
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HOW Civic Engagement, nationally?
“Students as colleagues” / student leadership
Developmental design
Focus on assessment / impact / research … beyond self-reported outcomes
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HOW Civic Engagement, nationally?
Systematic, integrated, intentional, co-created* Academic Affairs – Student Affairs collaboration* Cross-College collaboration* Multi-program / unit* Multi-partner
* Focus on institutional transformation
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Low High
Low Adjustment (1)
Isolated Change(2)
High
Far-Reaching Change
(3)
Transformational Change
(4)
Depth
Transformational Change
[Saltmarsh, J. (2009). Adapted from Eckel, Hill, & Green. (1998)]
Pervas
iven
ess
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Institutional Change
• “First-order” changes make improvements to existing practices.
• “Second-order” issues and changes involve re-conceptualization or transformation of organizational purposes, roles, rules, relationships, and responsibilities, changes that move beyond programs, structures, and rhetorical positioning to involve institutional culture and underlying policy. Second order changes are significantly more difficult to enact and take sustained effort over longer periods of time.
[Cuban, L. (1988) A fundamental puzzle of school reform. Phi Delta Kappan 69 (5): 341-44.]
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Civic Engagement in the Big 10
Carnegie Community Engagement elective classification* Penn State* Univ of Minnesota – Twin Cities* Univ of Michigan* Michigan State* Purdue University* Univ of Illinois at Urbana – Champagne* Ohio State* Univ of Wisconsin-Madison
Not (yet?) classified: IU, Univ of Iowa, Northwestern, UNL
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Civic Engagement in the Big 10: U. Minnesota
Office of Public Engagement
Ten Point Plan for Advancing & Institutionalizing Public Engagement (1) systematic accounting and assessment of engagement activities, programs, and initiatives (2) stronger, sustainable community connections that address pressing immediate and longer-term needs (3) supporting University personnel, programs, and centers involved in engagement work in the development of their expertise and prominence as national and international (4) opportunities for individuals, departments, centers, units, etc. to share their work and expertise, cultivate new collaborations (e.g. new interdisciplinary initiatives, etc.), and build alliances (5) extramural funds that support new engagement initiatives and programs (6) raising the University’s status as one of the leading engaged research universities in the world (7) expanding the University’s leadership role in national and international engagement networks (8) innovative public engagement initiatives (9) cultivation of emerging engaged scholars (10) strategic initiatives that raise the status and legitimacy of engaged scholarship
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Civic Engagement in the Big 10: Michigan St.
University Outreach and Engagement, including Center for Service-Learning and Community Engagement
The Outreach and Engagement Measurement Instrument (OEMI): annual survey collects data on faculty / academic staff outreach & engagement
• Data on faculty effort : Time spent; Social issues; University strategic imperatives; Forms of outreach ; Location; Non-university participants; External funding; In-kind support
• Data on specific projects: Purposes; Methods; Involvement of partners, units, and students; Impacts on ongoing research; Impacts on external audiences
Tools of Engagement: Collaborating with Community Partners (online modules)
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Civic Engagement in the Big 10: UNL ???
Civic learning integrated into Gen Ed (ACE) objectives
Develop intellectual and practical skillsBuild knowledgeExercise individual and social responsibilitiesIntegrate and adapt capacities
Articulating, generating, and assessing civic learning throughout these domains
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Develop intellectual and practical skills1- Writing: purpose, audience, research, documentation2- Communication competence3- Reasoning to solve problems, etc
Outcomes for civic learning about skills:Adeptness at critical thinking, conflict resolution, and cooperative methodsAbility to listen eloquently and speak confidentlySkills in deliberation, dialogue, and community buildingDevelopment of a civic imaginationCapacity to work well across multiple differences
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Build knowledge re: culture, natural/physical4- Use methods and knowledge to address problems … 6- … evaluate human behavior …
Outcomes for civic learning about knowledge:Recognition that knowledge is dynamic & changing Understanding that knowledge is socially constructed and implicated with powerFamiliarity with key historical struggles and movements to achieve the full promise of democracyDeep knowledge about the fundamental principles of and arguments about democracy over timeAbility to describe the main civic intellectual debates within one’s major
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Exercise individual and social responsibilities8- Ethical principles, civics, stewardship9- Global awareness
Outcomes for civic learning about the self, about communities and cultures, and about values: Awareness of ways one’s identity is connected to inherited and chosen communitiesAbility to express one’s voice to effect changeCapacity to describe comparative civic traditions expressed within and by different cultural groupsExploration of core animating personal values
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Civic Engagement in the Big 10: UNL ???Civic Engagement Certificate: What will be distinctive?* Academic Affairs – Student Affairs collaboration (leverage creative tension)* Creative mix of pedagogies with goals that transcend competencies/skills* ???
Virtual Civic Engagement Center: What will be distinctive?* Substance? * Process?* ???
What about UNL’s identity / “story” can be leveraged and integrated?* Globalization / internationalization* General Education (ACE) objectives* Building on first year curriculum in 2nd and 3rd year* Recognition for focus on reducing high-risk behaviors* ???
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Civic Engagement means …WHAT?
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• Patti H. Clayton
PHC Ventures 2010
• Civic Education • Civic Engagement • Community
Engagement • Community-Based
Learning / Research• Community Service • Engaged Scholarship • Experiential Learning • Outreach • Participatory Action
Research
• Partnerships • Professional Service • Public Scholar • Public Service • Scholarship of Engagement • Scholarship on Engagement • Service • Service-Learning • Student Engagement• Volunteerism• etc. etc. etc.
Civic Engagement: What do we say? What do we mean?
“Community Engagement describes the collaboration between higher education institutions and their larger communities (local, regional/state, national, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity.”
[Carnegie]
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“Engagement is the partnership of university knowledge and resources with those of the public and private sectors to enrich scholarship, research, and creative activity; enhance curriculum, teaching and learning; prepare educated, engaged citizens; strengthen democratic values and civic responsibility; address critical societal issues; and contribute to the public good.”
[Office for Public Engagement, University of Minnesota]
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“Civic engagement is loosely defined as a powerful experience that develops student knowledge and values and helps create leaders who are prepared to act as agents for positive social change. Grounded in service-learning methodology – a powerful teaching strategy connecting meaningful community service with guided instruction and reflection – civic engagement strengthens community by addressing needs identified by a local, national or international partner negotiated in advance of the experience.”
[University of Nebraska – Lincoln]
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Differentiation of Terms at IUPUI
Community Involvement* Defined by location* Occurs in the community
vs
Civic Engagement* Defined by location and process* Occurs in and with the community* Demonstrates democratic values of participation* Impact + Partnerships
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Key elements of civic engagement
Consensus? Contested?
“Does EXAMPLE count as CE?”
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“Community”
In here / out there ~
Geographic ~
Organization type ~
Place or Practice or Purpose
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“Engagement”
in ~ on / to ~ for ~ with
(“with-ness”)
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“Partnership”
Placement ~ Partnership
Relationship ~ Partnership
Exploitative ~ Transactional ~ Transformational
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“Reciprocity”
“Thin” (mutual benefit)~
“Thick” (shared power, voice, responsibility, resources, benefits, costs, …)
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“Reflection”
“Thin” (describe, look back on, review progress)~
“Thick” (critical reflection)
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“Resources”
University has ‘em, community doesn’t
~
Range of assets brought by all: Knowledge / money / prestige / time / skills / past
experience / perspective
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“Needs”
Community has ‘em, university can fix ‘em~
Shared challenges in the context of our common life and future
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Conceptualizing (and talking about) Civic Engagement:
The Context and the Stakes
Paradigm Shift
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Traditional T&L is often …
Community Engaged Learning is often …
Lecture- and book- based
Reflective experience-based
Teacher-centered Learner-centered
Predictable, controlled Uncertain, messy
Hierarchical power dynamics
Power-shifted dynamics
Familiar Unfamiliar, outside comfort zones
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Technocratic CE Democratic CE
Deficit-based Asset-based
“On” or “for” “With”
Distinction between knowledge producers and knowledge consumers
Co-creation of knowledge
Credentialed expertise Multiple expertise sources and centers
Hierarchy / traditional power dynamics
“Thick” reciprocity“Co-” roles / “powershift”
[Modified from Saltmarsh, Hartley, & Clayton. (2009). The Democratic Engagement White Paper. Boston, MA: New England Resource Center for Higher Education.]
The Counter-Normative Nature of Civic Engagement
Students? Research?Community? Teaching?Faculty? Service?Institution?
“Shifts in perspective and practice”
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Civic engagement often requires and fosters transformative learning
Occurs through processes of examining, questioning, validating, and revising perspectives (Cranton, 2006)
Changing frames of reference by critically reflecting on assumptions and beliefs and consciously making and implementing plans that bring about new ways of defining the world (Mezirow, 2000)
Often occurs in the context of relationships that involve dialogue and action (Cranton, 2006; Merriam & Caffarella, 1999; Taylor, 2008; Eisen, 2001).
[Jameson, Clayton, & Jaeger, in press]
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“‘We are all learners, teachers, and leaders. We just have to give ourselves the opportunity to fill each of these roles.It’s hard. Sometimes the work spins by so quickly, it’s easy to skip this … Without it, however, the challenges build and the successes shrink.’
(Mondloch, community partner, in Stoecker & Tryon, 2009)
And, we would add, without it the engagement process reinforces the technocracy that undermines a truly democratic society and fails to take full advantage of the mutually-transformative potential of participatory partnerships. The stakes are high.”
[Jameson, Clayton, & Jaeger, in press]
PHC Ventures 2010
Civic Engagement means …WHAT?
Civic Engagement involves…WHO?
HOW are they involved / What are their potential roles?
WHY Civic Engagement ?
PHC Ventures 2010
PHC Ventures 2010
[Scholarly and] democratic engagement “suggests students, faculty, and community members functioning as co-educators, co-learners, and co-generators of knowledge. Working together in this way means that [all participants] share power and responsibility and communicate as equals across their various roles. It requires open and respectful deliberation as [participants] navigate their way through disagreements to shared commitments. It calls for integrating inquiry with practice and capitalizing on the creative tensions that reside at the core of democracy (e.g., tensions between short-term and long-term, between efficiency and effectiveness, between local and global, and between individual interests and the common good).”
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[Jameson, Clayton, & Jaeger, in press]
Design Principles for Community Engagement (1 = low; 10 = high; others?)
“with” not “for”
“co-” roles asset-based critical reflection assessment capacity building integration
tie to goals
communication among partners
flexibility and a sense of humor
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Designing civic engagement as a “share developmental journey”
WHY Civic Engagement ?
Personally …
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Recall a moment when you enacted or failed to enact “civic engagement” …
* What did you do / not do in this moment that is significant to you? Why did you do / not do it?
* What, if anything, do you wish you had done / chosen / felt / etc differently? OR How do you want to use or build on what you did / chose / felt / thought / etc in the future?
What does this reflection tell you about what you mean by civic engagement – and, what “civic learning” you want for UNL students ?
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Integrate and adapt capacities10- Generate creative or scholarly product
Outcomes for civic learning about public action: Disposition to create and participate in democratic governance structuresPlanning, carrying out, and reflecting on public actionDetermination to raise ethical issues and questions in and about public life
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“Teacher” / “Learner” / “Served” / “Investigator” / “Subject”
“co-ness”
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