Concurrent Sessions

Concurrent Session 1: Thursday, March 27, 9:15 – 10:30 AM

INTERACTIVE WORKSHOP I.A.1
Strategic Academic Community Engagement Partnership Development for Greater Learning and Service Outcomes
Meeting Room A
Eight years after implementing an undergraduate academic public service requirement, Tulane's Center for Public Service is strategically focusing on innovative and intentional programs that address social challenges. During this session, participants will learn about and experience strategic planning, asset and needs mapping techniques, dialogue facilitation and professional development programming geared toward strengthening campus-community alliances for greater mutual benefit and community impact.

Amanda Buberger, Tulane University; Yasin Frank Southall, Freret Neighborhood Center

INTERACTIVE WORKSHOP I.A.2
Retooling Service-Learning to Leverage the Cycle of Institutional Change
Meeting Room B
Faced with inevitable change cycles, institutions must retool service-learning programs. This panel presents concrete strategies for how service-learning teams can take advantage of the opportunity to build more robust programs. To provide a platform for audience input and conversation, we provide participants the opportunity to draft an operational framework matrix for their service-learning programs. In the process, participants will garner a program overview and consider creative approaches to leveraging institutional change for expanded engagement opportunities.

Donna Gessell, Mary Carney, Sheri Hardee, University of North Georgia

INTERACTIVE WORKSHOP I.A.3
Using Photovoice as a Service-Learning Reflection Tool
Terrace Room 1
The goal of this project is to train others to use a research and pedagogical tool called photo voice. Photo voice is a participatory action research method whereby individual share experiences through pictures. Twenty-two students participated in a 10-week project and documented their experience using photo voice. Findings consisted of pictures depicting academic enhancement, civic responsibility, and personal growth. Workshop participants will be engage in activity that will allow them to use photo voice in service-learning courses.

Pamela. D. Hall, Alante Simpson, David Tio, Eve L Jacobson, Barry University

PANEL DISCUSSION I.B.4
Voces de los Padres: Supporting Student Achievement through Parent Advocacy and Service Learning
Auditorium
By combining the community-based knowledge of Hispanic parents, the resources and expertise of faculty, and diverse service learning experiences for students at The University of Alabama, this presentation will demonstrate how the Voces de los Padres Program supports Hispanic parents’ language, educational and parental involvement goals, UA students’ Spanish fluency and ability to work with parents, and the creation of new knowledge about parent-developed educational advocacy curriculum materials.

Heather Pleasants, Aimee Grisham, The University of Alabama; Nancy de la Torre, Unaffiliated

INDIVIDUAL PRESENTATIONS I.C.5
Service isn't DEAD: My Year of Service with a Cemetery
Meeting Room D
For an entire year, a student worked with the Starkville Cemetery Board to improve Odd Fellows Cemetery's physical appearance and records. During the Fall 2012 semester, the student led a team of four Freshmen to complete and verify the cemetery's written burial location records, along with building and installing four wooden benches for cemetery grounds. During the Spring of 2013, the student used her accounting expertise to input the cemetery's handwritten burial information into an electronic database.

Brooke Blackwell, Mississippi State University

It Takes a Village: Piloting a Patient Support Network with Undergraduate Social Work Students
Meeting Room D
At UAB, a convergence of diverse needs has led to an innovative and unique cross-campus collaboration. Individuals representing undergraduate and graduate schools, hospital and university staff, students and patients are developing a sustainable process of training and empowering undergraduate students to support hospital patients and their families. Our presentation will illustrate an example of how an inspired collaboration can lead to much more than a promising model of high quality service-learning.

Libba Vaughan, D. Scott Batey, Deek Cunningham, University of Alabama at Birmingham

INDIVIDUAL PRESENTATIONS I.C.6
Be You: A Citizen Photography Project
Meeting Room H
In an effort to create a lasting partnership and relationship with the Auburn Housing Authority, the individuals in Auburn University’s College of Liberal Arts Community and Civic Engagement Minor and Club aided the work of Ms. Charlotte Mattox and the Family Self Sufficiency Program. Throughout the 2013 fall semester, the students helped implement a photography project that focused on the personalities and abilities of the children and youth residing in the Ridgecrest Community of the Auburn Housing Authority.

Mary Afton Day, Auburn University

An On-Campus Homeless Shelter: The Story of Bringing Service-Learning to Campus and What Happened Next
Meeting Room H
What if service-learning came to campus? At Virginia Wesleyan College (VWC), this happens through a student-initiated and student-led project - an on-campus winter emergency homeless shelter. This shelter demonstrates the potential and power of combining service, academics, and community. Shelter is now a VWC signature and part of the very soul of the College. An interactive presentation will explain this unique project, assessment and outcomes, and future directions (including modeling the project for other interested schools).

Kathy Stolley, Robin Takacs, Patty Clark, Virginia Wesleyan College

INDIVIDUAL PRESENTATIONS I.C.7
Engaging Freshman Science Majors through Collaborative Community Service
Terrace Room 2
Spring Hill College's collaboration with an underserved community middle school provided an opportunity to engage both high achieving and academic "at risk" science majors through service learning. Preliminary results and outcomes will be included in presentation.

Debbie Fox, Carolyn Simmons, Spring Hill College

Using Reflective Activities to Enhance and Assess Student Outcomes in Community-Based Learning
Terrace Room 2
Reflection is widely regarded as integral to community-based learning (CBL) (Bringle & Hatcher, 1999). In this interactive workshop, the presenter will first provide an overview of commonly used reflection activities, examining the existing literature regarding the utility and efficacy of such activities to enhance and assess student learning. Following this presentation, participants will have an opportunity to collaborate with one another and the presenter to develop or refine and receive feedback on CBL reflection activities.

Jennifer Spaulding-Givens, University of North Florida

INDIVIDUAL PRESENTATIONS I.C.8
The Public at Work: Engaging Citizens on an Issue of Public Concern
Terrace Room 3
Mathews Center staff and interns will share insights from the Alabama Issues Forums (AIF) 2012 - 2013 statewide forum series on the bullying issue, highlight common themes from the forums, and relate actions that citizens are taking in their communities and schools. Presenters will explore democratic practices, discuss outcomes of the AIF forum series, share undergraduate intern experiences, and examine the role of public deliberation in fostering better decision making in communities and schools across the state.

Cristin Foster, Hannah Gentry, David Mathews Center for Civic Life

Creating learning opportunities through collaborative service for students with intellectual and complex learning disabilities
Terrace Room 3
While colleges and universities actively recruit students of all abilities, often they are not successful in integrating these students. This workshop will provide strategies on how to include students with intellectual and complex learning disabilities in service-learning opportunities, where they are not the recipient of the service, but rather actively engaged participants. Pre-trip preparation, group integration, and differentiated reflective methods are presented. Student learning outcomes in areas of professional growth and civic-mindedness will be exampled.

Karen Roth, Partnerships in Education and Service; Carol Burns, Concordia University Wisconsin; Kate Zilla, National Louis University

INDIVIDUAL PRESENTATIONS I.C.9
Maximizing Impact in Rural and Urban Places: How Decreasing Partnerships can Increase Community Benefit
Seminar Room
Why have Mars Hill University and Rhodes College made the decision to decrease the amount of community partnerships in order to focus on deep partnerships? The presenters will discuss the process, challenges, and benefits of choosing which partnerships to strengthen and which partnerships to "let go". Each school has focused on a place-based educational approach in rural and urban settings that demand intense intentional community partners that incorporate high impact practices and cascading leadership models.

Shannon Hoffman, Rhodes College; Caroline Twiggs, Mars Hill University

Transformational Community Partnerships: Examining the Components of Reciprocal Relationships
Seminar Room
This individual presentation encourages participants to consider how to move their own service-learning partnerships from the transactional (utilitarian) to the transformative (engages both institutions in larger exchanges). Presenters share brief accounts of their experiences with community partners at a world relief organization, a community garden, an elementary school, and a bridge-to-college program. Participants will be asked to respond to a variety of scenarios, followed by discussion of possible reactions to the scenarios.

Linda E. Holt, Jason Lovvorn, Charmion Gustke, Donovan McAbee, Belmont University

Concurrent Session 2: Thursday, March 27, 10:45 AM – 12 PM

INTERACTIVE WORKSHOP II.A.1
Measuring the Effects of Service and Engagement on Student Development
Meeting Room A
This workshop focuses on the planning and implementation of an effort to assess student development resulting from participation in community-based learning and co-curricular student engagement programs. The approach combines survey-based scales and a community problem-solving simulation to measure program impacts across the institution. The workshop invites participants to (1) think about ways of implementing comprehensive outcome measures for their programs and (2) explore and provide feedback on the systems thinking scenario tool.

Jake Grohs, Gary Kirk, Gautama Adi Kusuma, Virginia Tech

INTERACTIVE WORKSHOP II.A.2
Evolving Landscape: The Challenges of Maintaining External Partners while Managing Internal Changes
Meeting Room B
Priorities and goals at public colleges and universities are constantly shifting along with the funding. The Global and Community Leadership Honors Program at UAB has been through many changes all while trying to maintain external community partners. The program has been completely restructured in the last year leaving partners to question the relationship. The presenter will discuss the successes and failures of maintaining and developing community relationships in a time of unrest.

Becky Reamey, University of Alabama at Birmingham; Kristina Scott, Alabama Possible

INTERACTIVE WORKSHOP II.A.3
Creating Cultures of Assessment: New Directions for Research and Practice
Terrace Room 1
Find out what Campus Compact is doing to help you create a culture of assessment on your campus. In this workshop, you will learn about recent research regarding assessment and evaluation practices of civic engagement and find out about the Compact’s ongoing efforts to frame the data collection process. Participants will leave the workshop with a working knowledge of how to articulate assessment goals and tools to help them measure activity, assess outcomes, and evaluate programs.

Amanda Wittman, Campus Compact; Jennifer Purcell, Kennesaw State University

PANEL DISCUSSION II.B.4
Shaping and Polishing Service-Learning Classes: SL Veterans Reflect
Seminar Room
Three Louisiana State University service-learning veterans with a combined 30 years of experience teaching service-learning describe how they have refined their classes over the years to enhance civic learning outcomes and improve campus-community partnerships. Panelists will describe why and how they have modified their classes, addressing changes such as reflection assignments, service-learning activities, class model, and partnership choices. Panelists will also describe how community partners have influenced the evolution of their service-learning projects.

Christy Kayser Arrazattee, Sharon Andrews, Margaret-Mary Sulentic Dowell, Jeffrey Nunn, Louisiana State University

PANEL DISCUSSION II.B.5
Higher Education Supporting Hart Co. High School's Bring Your Own Technology & STEM Initiatives
Auditorium
A high school principal, education doctoral student, and public service faculty member who are part of a community/higher education partnership will share examples of collaborating to meet a school system's self-identified high priority needs related to bring your own technology and STEM learning initiatives. We will model current uses of BYOT to engage participants in discussion while leading the group in creating a learning artifact.

Ilka McConnell, Lenie George, University of Georgia; Kevin Gaines, Hart County High School

INDIVIDUAL PRESENTATIONS II.C.6
Who gets to be a Community Partner? Non-Profit, Public, For-Profit, Faith-based should every organization, church and corporation have equal access to student volunteer labor?
Meeting Room D
When a collegiate service office builds volunteer projects, service-learning courses, internships, etc. with a community partner, it endorses those volunteer hours as community service. How do we respond to organizations that benefit the community and yet are outside of traditional non-profit and public agencies such as for-profit companies, faith-based organizations and quasi-public/for-profits such as hospitals? Come grapple with these issues, as illustrated by specific examples from a rural southern community.

Danyel Addes, Wendy Denton, Georgia Southern University

Heart Touch: Cultural Learning through a University-Elementary School Partnership with American and Chinese Students
Meeting Room D
The Heart Touch Program is a cultural enrichment program designed for elementary students and college student volunteers. UA student volunteers provide lectures and hands-on activities on various cultural topics to elementary-aged children enrolled in after-school programs sponsored by a community organization. These activities are supplemented with a pen pal component where American children are matched with Chinese children. Chinese and American UA students who speak Chinese volunteer as translators for the letter-writing component.

Fan Yang, Heather Pleasants, The University of Alabama

INDIVIDUAL PRESENTATIONS II.C.7
Creating Programs and Partnerships for Community Arts Professional Development in Alabama
Meeting Room H
Creating Programs & Partnerships for Community Arts Professional Development in Alabama proposes an informative session for audience members that describes the development, strategy, coordination, and multi-faceted outcomes of a recent, outreach project initiated by the College of Liberal Arts at Auburn University developed in partnership with the Alabama State Council on the Arts with the intent of providing sustainable, professional skills development for individual artists, community arts organizations, and students in in Alabama.

Barb Bondy, Giovanna Summerfield, Auburn University

INDIVIDUAL PRESENTATIONS II.C.8
Build a Historic Log Cabin? Ok, No Problem
Terrace Room 2
Effective service learning requires insightful collaboration. When planning the service projects for the ACCESS summer bridge program, much thought and planning precedes the actual service. This presentation introduces a collaborative approach to Service Learning. The ACCESS summer academic enrichment program collaborated with the School of Architecture of Prairie View A&M University and the Alabama Coushatta Indian Tribe last summer to lend a hand to the People of this hurricane ravaged area.

Lettie M. Raab, Barry Norwood, Prairie View A&M University; Ed Schauer, Equip the Saints

INDIVIDUAL PRESENTATIONS II.C.9
Getting the Work Done: Building and Maintaining Relationships with Community Partners and Public School Programs
Terrace Room 3
This presentation will detail collective relationships the Alford Center for Service Learning has established with the neighboring public school district that struggles with its graduation and college going rate. While working with a public school system can be challenging, this presentation will highlight the success of the Big Brothers Big Sisters program as well as learning outcomes, scholarship and community capacity building that has occurred as a result continued efforts of curricular and co-curricular engagements.

Gina Dow, Michele Doran, Susie Kalinoski, Denison University; Kristina Nixon, Big Brothers Big Sisters of Licking & Perry Counties

One Bird, One Park, One World: Children and Birds as Agents of Civic Engagement
Terrace Room 3
Migratory birds move between and live in very different worlds with only beauty as a passport. They are also vital ecological indicators. This presentation describes an environmental studies course that pairs undergraduate students with middle school students, in a co-exploring mentoring relationship based on urban ornithology. Together in the Nature Explorers after-school club, birds teach children and college students the importance of civic engagement to save bird habitat.

Trish O'Kane, University of Wisconsin-Madison

Concurrent Session 3: Thursday, March 27, 2:15 – 3:30 PM

INTERACTIVE WORKSHOP III.A.1
Alternative Partners and Non-Traditional Partnerships in Teacher Education: The Successes, Challenges, and Pitfalls of Crafting Partnerships and Cultivating Partners
Meeting Room A
In this generative, interactive workshop, five service-learning teacher educators representing three different institutions, several disciplines, and various phases of their service-learning careers, will demonstrate how they have designed, refined, and refigured their courses to enhance civic learning outcomes and strengthen campus-school-community partnerships. Participants will demonstrate why and how they have transformed their courses, addressing changes and partnership choices, while illustrating how community partners have in turn, influenced the evolution of service-learning course components.

Margaret-Mary Sulentic Dowell, Estanislado S. Barrera, IV, Jennifer L. Jolly, Louisiana State University; Leah Katherine Saal, Arkansas State University, Jonesboro; Tynisha D. Meidl, St. Norbert College

INTERACTIVE WORKSHOP III.A.2
Creating Purpose Catalysts: Connecting Dispositions, Intentions and Learning Outcomes
Meeting Room B
Participate in "facilitation exercises" to make a difference in the world. The Entrepreneurship for the Public Good Program collaborated with Echoing Green to teach EPG student members' competencies. EPG students then taught the ten principles of Work on Purpose to the Berea College Upward Bound Math and Science Summer. Presentation will cover: 1) How we uncover "personal genius" and apply personal genius to the issues high school students care most about; 2) How we develop boldness and the spirit of risk-taking required to launch a path with purpose; and 3) How we create lives and work with meaning.

Peter H. Hackbert, Katelyn Blair, Doly Han, Mercy Kershner, Amber Smith, Berea College

INTERACTIVE WORKSHOP III.A.3
Teaching Middle Grades Social Studies Standards Textbook-less Through Physical Education Activities
Terrace Room 1
Living in a global community in which math and reading are often the primary foci for education, many teachers find themselves with little time and resources for effectively teaching social studies. Local, state, and national scores for social studies benchmarks, across varying grade levels, demonstrate a need for more effective teaching and learning in social studies in grades 4-8. Teachers, in this session, will have a unique opportunity to learn to make a difference in their own teaching in the realm of social studies education. Teachers will engage in physical education energizers that incorporate teaching grades 4-8 social studies Georgia Performance Standards and demonstrate how to teach via P.E. and without a textbook. The physical education activities are geared towards all populations of students, sensitive to varying learning needs/methods, physical needs, and cultural/racial and socioeconomic backgrounds, while also providing for student engagement through various social studies activities and procedures that do NOT require nor encourage the use of a textbook.

Sarah Hartman, Teresa Peeples, College of Coastal Georgia

PANEL DISCUSSION III.B.4
Graduate Student Experiences with the Scholarship of Engagement
Seminar Room
In this panel session, graduate students from the University of Georgia representing a range of disciplines will share their experiences in incorporating engaged scholarship (including engaged research, service-learning, and outreach/engagement projects) into their graduate studies. Participants will discuss and more deeply understand the perspectives, pressures, and successes experienced by graduate students, as well as consider supports and best practices for graduate students interested in engaged work.

Paul H. Matthews, Graduate Students, University of Georgia

PANEL DISCUSSION III.B.5
Bridging Cultures Across the Curriculum: Best Practices from a Two-Year College
Auditorium
This panel will present the rich and diverse ways in which the faculty of Georgia Perimeter College have created unique and innovative practices and programming to bridge cultures - across race, ethnicity, politics and student experiences. Faculty from Political Science, English and History will share their best practices within their disciplines as well as programming that has benefited the whole college.

Shyam K. Sriram, Barbara Hall, Paul Hudson, Georgia Perimeter College

INDIVIDUAL PRESENTATIONS III.C.6
Service-Learning is Contagious: Expanding the Playing Field
Meeting Room D
Traditional service-learning often begins and ends in the classroom, having a finite life within the boundaries of the semester and the class. This presentation illustrates a case study conducted in the LSU Department of Interior Design that began with a single faculty member and expanded to include multiple faculty, student cohorts, community partners, and local organizations. It demonstrates the efficacy of a nimble traditional service-learning experience, complemented by non-traditional service-learning opportunities, to amplify the reach and value of the experience.

Marsha R. Cuddeback, Louisiana State University

The Community Studio: Service Learning in the Visual Arts
Meeting Room D
At Spring Hill College, service learning is included in studio art classes in order to engage students and enrich their art practice. This presentation will focus on two ongoing projects, The Portrait Project with homeless citizens, underserved children and senior citizens and The Mural Project in two schools for autistic students, an inner city middle school and four murals painted in Kingston Jamaica during a six-day service trip.

Wanda Sullivan, Spring Hill College

INDIVIDUAL PRESENTATIONS III.C.7
Help From a Service Learning Hiatus: Assessing Capacity-Building For Community Partners
Meeting Room H
To offer a successful service learning course annually requires many months of preparation. But, what happens when such a course is put on hiatus for the purposes of system evaluation and assessment? Rather than student outcomes, this presentation focuses on community partner outcomes that were evaluated during a one-year break. Impact on civic capacity and effectiveness of collaboration will also be addressed in this presentation.

George L. Daniels, The University of Alabama

Implementing Service Learning with the Well Elderly
Meeting Room H
Nursing students engaged in service learning at the national qualifying Georgia Golden Olympics, and learned how different agencies, including the Division of Public Health, joined forces to promote wellness in the elderly. Students had the opportunity to interface with event coordinators, participants, and family members. In addition, students learned about sponsorships for funding the event, types of activities to plan, and how to schedule the competitive events. A Reflective Journal was used as a means of student assessment. In addition, students developed a concept map to depict their perception of how the service-learning project linked to specific course outcomes.

Carol J. Sapp, Georgia College and State University

INDIVIDUAL PRESENTATIONS III.C.8
Launching a Service-Learning Facilitator program - We think we've succeeded!
Terrace Room 2
For those interested in the outcome, this presentation will be the last of three Gulf South episodes! From pilot, to a new curriculum, and now finally to a student-led, self-sustaining program, we feel we have something to share. The program will have 30 facilitators in the classroom Spring term, 2014 and a student advisory board now recruits, coaches and supports new team members. It's working!

Wendy Denton, Jeremy Lavender, Georgia Southern University

Designing Service Learning to Build on Students' Prior Knowledge
Terrace Room 2
The first of Ambrose et al's (2010) seven learning principles is the notion that student's prior knowledge can help or hinder learning. This program highlights the development of student led service learning activities that leverage and build on individual student backgrounds and prior experience/knowledge to achieve course objectives. This approach recognizes subjective or idiosyncratic views of the "real world" (makes learning personal), but then extends these views by examining their implications/impact on the broader community.

David M. Murungi, Our Lady of the Lake College

INDIVIDUAL PRESENTATIONS III.C.9
Reflection, Engagement, and Multimodality in the Service-Learning Classroom
Terrace Room 3
Students in service-learning classes face several challenging rhetorical tasks, including authentic reflection, complex discourse community analysis, and multiple audience dilemmas. This presentation examines how multimodality–composition incorporating audio, video, and photography–helps students negotiate these tasks. Presenters trace the increasing incorporation of multimodality through three years of a service-learning, first-year composition course. Presenters will share text-based and multimodal assignments and student samples. Participants will share and consider strategies for incorporating multimodality in the service-learning classroom.

Karen Forgette, Chip Dunkin, University of Mississippi

The Talk We Use To Teach Ourselves: Deliberative Dialogue as a Tool for Democratic Engagement
Terrace Room 3
At Wake Forest, deliberative dialogue has become a model for engaging in discussion about complex issues. This technique encourages students to practice citizenship by debating problems, considering multiple perspectives, and recognizing their role in creating change. In this interactive session, we will discuss deliberative dialogue as a tool for democratic engagement and ask participants to consider how they might adapt the technique to their institutional contexts.

Marianne Magjuka, Shelley Sizemore, Wake Forest University

Concurrent Session 4: Thursday, March 27, 4:00 – 5:15 PM

INTERACTIVE WORKSHOP IV.A.1
An Administrator’s Guide to Service-Learning Quality Assurance from Beginning to End
Meeting Room A
Service-learning programs located within Student Affairs or Community Engagement offices have a unique opportunity to serve as centralized coordinating units for service-learning across the university. While centralizing efforts are beneficial for providing consistency, resources, and support, they make quality assurance across disciplines challenging. This interactive workshop will explore the benefits and challenges of centralizing service-learning efforts in non-academic units, provide a model for maintaining quality across the disciplines, and highlight best practices that are working.

Erin Burke Brown, Virginia Commonwealth University

INTERACTIVE WORKSHOP IV.A.2
Building and Sustaining a Higher Education Service-Learning Program: The Journey of One Community College
Terrace Room 1
Our college president wants a service-learning program...where do we begin? Learn the steps one community college took to design a sustainable program with a limited budget. At Cleveland State Community College, 56% of full-time faculty members have now incorporated service-learning pedagogy. Learn how we designed a program infrastructure, identified resources, wrote grants, recruited faculty, designed classes, marketed the program, developed community partnerships, and recruited students. In this interactive workshop, participants will develop strategies for implementation.

Susan Webb-Curtis, Sherry Holloway, Cleveland State Community College; Kourtney Yonge, AmeriCorps VISTA

PANEL DISCUSSION IV.B.3
The Citizenship Project: Commitment to Community
Seminar Room
The Citizenship Project is part of the first-year experience at Lynn University and incorporates high-impact educational practices providing students with an integrated learning environment centered on citizenship. Students take courses in the January Term focusing on a civic issue, problem or topic, providing an opportunity to engage in experiential learning opportunities and community service work with local, community-based partners. Participants will discuss strategies for incorporating civic learning in the curriculum and options for assessment.

Anna L. Krift, Lynn University

PANEL DISCUSSION IV.B.4
Bringing History to Life: Living History and Growing Civic Competency in the Mississippi Delta
Auditorium
This panel will focus on the co-evolution of the Mississippi Delta Alternative Break Network and a 3-credit hour Mississippi Delta History and Experiential Learning class. These partnerships have positively affected student learning outcomes and civic engagement, collaboration between academic and student affairs departments, institutional course development, community partners' capacity and mission, and intercollegiate collaboration. A special emphasis will be placed on using program evaluation and stakeholder feedback to guide the evolution of the programs.

M. Cade Smith, Meggan Franks, Brieanna Bajus, Jason Ward, Mississippi State University; Albert Nylander, The University of Mississippi

INDIVIDUAL PRESENTATIONS IV.C.5
Comparing Faculty Stories when Designing and Implementing Service-Learning
Meeting Room B
This presentation is a case study of this year's University of Texas at Arlington faculty fellows' process of creating, implementing, and researching with service-learning. The research is comparative in nature examining how and why faculty develop and implement service-learning. We examine the trials, tribulations, successes, and outcomes of each faculty as they learn about, research, and implement service-learning on the UTA campus. This research is important as a means to better understand what it takes to develop and implement a service-learning course and a research agenda.

Amanda Alexander, Shirley Theriot, UT-Arlington

Service Learning in the Public Health Minor at Auburn University
Meeting Room B
Forty hours of service learning is a component of the Minor in Public Health at Auburn University. Public health topics relating to underserved populations are presented during the semester and a research paper on a selected public health topic is required. Students gain an understanding of the need for volunteer organizations to provide important public health services to underserved populations. This differs from the classical service learning approach of applying classroom learning to community needs.

James C Wright, Stephanie Ostrowski, Ken Nusbaum, Auburn University

INDIVIDUAL PRESENTATIONS IV.C.6
Student Emotions in Academic Service-Learning
Meeting Room D
Research in psychology has emphasized the important role emotions play in learning (Pekrun, 1992). The purpose of this study was to understand the emotional experiences college students have during an academic service-learning (AS-L) course. Eleven college students participated in individual interviews. Participants experienced worry and shock during their initial experience at their service site and then a continuum of emotions while working with on-site supervisor, the clients at the organization and their faculty member.

Alexa Darby, Sara Perry, Maureen Dinnie, Elon University

Developing New Leaders through University Initiatives
Meeting Room D
With shrinking resources, higher education community engagement efforts have to develop creative and meaningful methods to enable long-term sustainability. Allowing staff to focus on university and community based capacity building efforts; student leadership programs can serve as coordination support for faculty in assessing community needs and creating solutions to address them. In this presentation you will discover options for developing student leadership opportunities that can grow community engagement efforts at your home institution.

Nick Tringali, Kyle Williams, Tulane University

INDIVIDUAL PRESENTATIONS IV.C.7
Long-Term Service Learning Commitment and its Benefits to Students: The Bell Center for Early Intervention Program
Meeting Room H
Long-term service learning commitments at one location provide numerous benefits for students. Integration of one-dimensional classroom knowledge, with concrete experience, provides students with an unmatched learning encounter that they would not otherwise have in a classroom. Ongoing service promotes dedication and meaningful relationships that shift students from transactional project managers to transformational community leaders.

Alicja Foksinska, University of Alabama at Birmingham

Planting Seeds of Education
Meeting Room H
This presentation will briefly chronicle the evolution of the Alabama Prison Arts + Education Project into a multidisciplinary outreach program working across colleges at Auburn University, and in partnership with the University of Alabama, to build a dynamic and sustainable outreach program to bring quality educational programming to prisoners.

Kyes Stevens, Auburn University

INDIVIDUAL PRESENTATIONS IV.C.8
Going Deeper: Enhancing Student Learning and Strengthening Community Impact
Terrace Room 2
Service is an integrated part of the educational program at Warren Wilson College. The developmentally based Community Engagement Commitment is designed to enhance both student learning and community impact. Through this commitment, students' identify personal passions and interests, deepen their understanding of an issue, and develop the capacity to make a difference and sustain community engagement. We will focus on the development, implementation and assessment of the model with space for participants to discuss other examples and applications.

Cathy Kramer, Brooke Millsaps, Warren Wilson College

From Meal Packaging to Meaning Making: Early lessons from a university and community research partnership to build evaluation capacity around global hunger
Terrace Room 2
This session focuses on an international research and evaluation partnership with graduate students in the Department of Social Work at North Carolina State University and Stop Hunger Now (SHN), and international hunger relief agency. The year-long collaboration sought to strengthen the monitoring and evaluation capacity of SHN while providing graduate students international monitoring and evaluation opportunities with partners in the Dominican Republic. The presentation will outline how to create a service-research partnership and lessons learned.

Krystal Smith, Marcie Fisher Bourne, North Carolina State University; Nina Batista, Stop Hunger Now

INDIVIDUAL PRESENTATIONS IV.C.9
PEER UP: Changing the Social Norms on College Campuses
Terrace Room 3
PEER UP is a multi-faceted health strategy that uses the classroom, clinic, social media, peer educators, outreach events, and other tactics on campus to reduce unintended pregnancy as a barrier to college completion. Students receive information on contraceptives, are linked to campus and local clinic resources, participate in online lessons, and receive reinforcing messages through social media. This program helps students, faculty, and administrators see the connection between unplanned pregnancy and student retention/completion.

Phil Oliver, Georgia Campaign for Adolescent Power & Potential

Expanding the Reach of Service Learning Through WebEx for Faculty
Terrace Room 3
Locating new Service Learning partners at any university or college presents challenges to any faculty member. Schools located in small communities may find this an even greater challenge. "WebEx for Faculty" presents one way to link isolated universities with partners in larger metropolitan areas. Northwestern State University of Louisiana and partner Community Renewal International are using the "WebEx for Faculty" technologies to link students in a program of civic engagement.

John Foster, Northwestern State University of Louisiana; Tom Watts, Community Renewal International

Concurrent Session 5: Friday, March 28, 9:15 – 10:30 AM

INTERACTIVE WORKSHOP V.A.1
Spicing Up the Lion's Pride at Southeastern LA University Through Communication, Collaboration, and Education
Meeting Room A
Ingredients: Caring instructors; Passionate early childhood education teacher candidates; Inspiring mentor teachers; Countless community leaders; Needs of area children and their families. Directions: Begin with communication between families and friends in early learning communities to determine the need. Add in the passionate early childhood teacher candidates, the caring early childhood instructors, the inspiring mentor teachers, and the countless community leaders to form collaborations. Mix well and a priceless education is acquired through service learning.

Wendy D. Jacocks, M. Jean Stewart, Amber Scheibengraber, Kailee Landry, Kati Holt, Raven Jacob, Kelsi Carmichael, Southeastern LA University

INTERACTIVE WORKSHOP V.A.2
The Elephant in the Room: Talking About Race, Power, and Privilege in the Service-Learning Classroom
Terrace Room 1
Race, power, and privilege are the elephants in the classroom for many service-learning experiences. This interactive workshop will engage participants in a case study that will help them share and gain strategies for productively and proactively addressing these topics. Participants will learn how to recognize and respond to racial micro-aggressions, manage difficult dialogues, and use metacognition and racial identity development theories as pedagogical tools. A variety of resources and practical suggestions will be shared.

Jess Hofbauer, University of Richmond

INTERACTIVE WORKSHOP V.A.3
Get Started Researching Your Service-Learning Activities
Governor’s Room
This workshop is designed for faculty members, graduate students, staff, and administrators interested in assessing the impacts and outcomes of their service-learning, whether at the university, course, or partnership level. The presenters will share best practices and tips for setting up an effective research plan, with multiple examples provided, and participants will have the opportunity to consider and work on their own assessment plans as well.

Paul H. Matthews, Drew Pearl, University of Georgia

PANEL DISCUSSION V.B.4
The Living Democracy Project: Going from Transactions to Transformation in Civic Engagement
Seminar Room
For the past two years, the College of Liberal Arts at Auburn University, the Kettering Foundation of Dayton, Ohio, and seven communities around the state of Alabama have collaborated to understand how living-learning experiences in communities can help undergraduate students move beyond service? toward a practice of citizenship that includes democratic politics. Living Democracy faculty coordinators, students, and community partners will share guiding principles, lessons learned, and plans for the future.

Nan Fairley, Mark Wilson, Auburn University; Living Democracy Community Partner; Living Democracy Student 1; Living Democracy Student 2

PANEL DISCUSSION V.B.5
University-Community Partnerships that Work: The Senior Hunger Coalition
Auditorium
The Senior Hunger Coalition is a university-community partnership dedicated to addressing the alarming rates of food insecurity among older adults in Northeast Georgia. A panel of Coalition partners will discuss strategies for creating sustainable multi-sector partnerships for community engagement (university, non-profit, and business), designing research-based interventions for serving vulnerable populations, engaging students through service-learning courses and student-led initiatives, and replicating this model in other communities.

Shannon O. Wilder, Sarah Jackson, Carol Conroy, Jung Sun Lee, University of Georgia; Eve Anthony, Athens Community Council on Aging

INDIVIDUAL PRESENTATIONS V.C.6
Service Learning in Community Health: Lessons Learned from a Multi-Course Needs Assessment
Meeting Room B
The purpose of this session is to describe a multi-course service-learning project carried out with graduate students enrolled in a rural College of Public Health, with emphasis on lessons learned. Graduate students, under the direction of a service learning fellow and service learning facilitator, conducted a needs assessment for a non-profit dedicated to the elimination of poverty. The multi-course service-learning project resulted in important lessons specific to public health and service learning facilitation.

Moya Alfonso, Mara M. Usry, Georgia Southern University; Ben Massey, Willow Hill Heritage Renaissance Center

Connecting Curriculum to Community Issues: How Service-Learning Engages P-16 Students & Inspires Change
Meeting Room B
The UGA Middle School Education Program recognizes the potential of service-learning to enhance student learning, address community challenges, and inspire civic renewal. To build capacity for service-learning in P-16 contexts, UGA professors are committed to engaging teacher candidates in experiences that address society's most challenging issues, one of which is poverty. Middle grades teachers will share how they integrate service-learning and issues of poverty into their curriculum as a result of their undergraduate experiences.

Katherine F. Thompson, Gayle Andrews, University of Georgia; Ashley Shaver, Richards Middle School; Courtney Saxon, South Douglas Elementary School

INDIVIDUAL PRESENTATIONS V.C.7
Transmitting, Transforming, and Extending: Qualities of an Authentic Service-Learning Partnership
Meeting Room D
In keeping with the Service-Learning Conceptual Matrix (Zlotowski, 1999), this presentation attends to the pedagogical strategies, community partnerships, and reflection strategies quadrants. Specifically, the collaborative efforts of LSU and the East Baton Rouge Parish Public Library System to establish Carver Cubs Book Club will be shared. Through this summer reading camp, graduate students preparing for Reading Specialist Certification provided tailored reading programs based on texts that were self-selected by the participating neighborhood children.

Estanislado S. Barrera IV, Margaret-Mary Sulentic Dowell, Louisiana State University

Sustainable Community Initiatives
Meeting Room D
Community service has become an integral part of student development on campus. Hence, service opportunities are being promoted and encouraged by collegiate institutions. However, community service lacks a consistent volunteer population. This session focuses on the challenge of establishing a consistent college student volunteers for community agencies. The presentation provides tools to a sustainable partnership with students for a mutualistic purpose.

Aneshia Wilson, University of South Florida

INDIVIDUAL PRESENTATIONS V.C.8
Engaging Youth in Identifying Community Problems and Developing Solutions
Meeting Room H
Organizations frequently overlook the energy, enthusiasm, and new perspectives youth bring to solving community problems. Engaging Youth, Serving Community (EYSC) is a proven civic engagement model focused on using community-based discussions to identify critical issues and carry out action plans leading to positive community impacts. The model has been evaluated for the development of leadership skills, community responsiveness to youth taking on leadership positions, and ultimately positive impacts on community residents and economies.

Jeff D. Buckley, Jennifer W. Jordan, University of Georgia; JoAnne Leatherman, National 4-H Council

Community Through Design
Meeting Room H
At Spring Hill College, service and experiential learning are included in the graphic design program. This presentation shows how these classes enrich students' academic achievement and personal growth, and build community. Designers need curiosity and an awareness of disciplines beyond design to succeed. We promote research and understanding of social and environmental issues, and encourage students to design for the benefit of others. Students question not only how a design looks, but what it communicates.

Janden Richards, Spring Hill College

INDIVIDUAL PRESENTATIONS V.C.9
Using Service-Learning Collaborations to Tackle Teen Health Issues
Terrace Room 2
Through a series of short drama performances modeled on the problem-solving work of Brazilian theater director, writer and politician, Augusto Boal, the service-learning collaboration between GCSU's Nursing and Theatre Departments uses non-traditional, high-impact teaching methods to educate Middle Georgia's adolescents about health and social issues while providing the nursing and theater students with an opportunity to practice what they have learned in the classroom.

Sallie Coke, Karen Berman, Georgia College and State University

Service Learning is Win-Win: Powerful Partnerships = Empowered Students
Terrace Room 2
This presentation will describe step-by-step how to set up a service-learning project for your class. From developing content, to finding community partners, to motivating students, to assessment after the project. This is a 'can't miss' if you've ever considered how to incorporate service-learning in the classroom but were not sure how to do it.

Mike Polites, Indiana University Purdue University Indianapolis

INDIVIDUAL PRESENTATIONS V.C.10
Service-Related Competencies of Entering Freshman and Graduating Seniors
Terrace Room 3
While previous assessments have relied on output measures, VT Engage focuses on collecting more comprehensive outcome measures. We present large datasets results from the launch of the Ut Prosim Index at Virginia Tech, measuring socio-ethical competency outcomes for students. This is the cross-sectional result for freshman and senior populations. Results from this study will prove valuable at understanding how student learning changes over time on those measures, along with what factors might influence that change.

Gautama Adi Kusuma, Gary Kirk, Jake Grohs, Virginia Tech

Why Do We Need One Another? Community Partnerships that Help Students Better Understand the Importance of Education as it Relates to Creating Capacity in their Home Communities
Terrace Room 3
The Luckyday Program at the University of Mississippi, through the AmeriCorps VISTA Program, has developed several partnerships connecting students to local community organizations. The purpose of this presentation is to talk about challenges during the foundational stages of our partnership building. During this presentation, we will define “service-learning”, “capacity building”, and “reciprocal partnership” as related to our efforts. We will discuss strategies to forge positive, reciprocal partnerships and also discuss accountability/clearly-defined expectations for partnerships.

Matthew Monroe, Patrick Perry, University of Mississippi

Concurrent Session 6: Friday, March 28, 10:45 AM – 12 PM

INTERACTIVE WORKSHOP VI.A.1
Proud to Serve: Learning in Civilian Communities by Engaging Military Communities
Meeting Room A
Engaging the military community can be difficult for universities yet opportunities to expand services exist. This workshop will examine successes and challenges of collaboration where the community partner holds significant power in comprehensive community initiatives to support the 2.2 million service members and their families in each of our communities while equipping the toolbox of university and community members to serve military families regardless of where they live.

Casey D. Mull, Chesley Davis, Brian Stone, University of Georgia

INTERACTIVE WORKSHOP VI.A.2
Strengthening High Impact Practices in Co-Curricular Service Programs
Terrace Room 1
This workshop aims to provide participants with tools and strategies for how best to move to a high impact co-curricular service program that enhances and strengthens civic engagement endeavors across the university and beyond!

Emily Penprase, The George Washington University

INTERACTIVE WORKSHOP VI.A.3
Preparing the Palate with Drop-In Service: The Volunteering Appetizer Before the Transformational Entrée
Governor’s Room
Participants in this interactive workshop will complete an actual drop-in service activity (making no-sew fleece blankets for Project Linus) as they learn how these low-impact appetizer events can lead to increased student participation in more meaningful entrée projects like trips and long-term community placements. Workshop attendees will explore sample project ideas, examine the benefits of drop-in service and consider how the inclusion of community partner representatives in these events can maximize student learning.

Ashley Oliphant, Pfeiffer University

PANEL DISCUSSION VI.B.4
Encouraging Collaborative Connections: Advantages of Interdisciplinary Service-Learning in Local and Regional Multicultural Settings
Seminar Room
This presentation discusses advantages of interdisciplinary service-learning among health professions students to meet the needs of multicultural communities. Two distinct experiences - one local and one regional – highlight the development of healthcare students into an effective health-care team. These unique experiences facilitate interdisciplinary learning between pharmacy, medicine, nursing, and other professions. This interdisciplinary learning connects community outreach with civic outcomes. The future of healthcare is changing; thus, collaboration between healthcare professionals is paramount.

Ian Dunne, Kristin Bradley, Reed Otten, Trina von Waldner, University of Georgia/Georgia Regents University Medical Partnership

PANEL DISCUSSION VI.B.5
Developing Mutual Capacity: Creating and Growing a School-Based/University Partnership
Auditorium
This panel discussion illustrates the development and growth of a dynamic and complex school-based/university partnership between the Department of Foundations and Secondary Education at the University of North Florida and Sandalwood High School in Jacksonville, Florida. Using partnership data and sharing personal perspectives, panelists from both entities will highlight the key factors that were critical to the success of the projects that have begun and evolved over time.

Brian P. Zoellner, Richard H. Chant, Wanda G. Lastrapes, Ivan Matos, University of North Florida; Charles A. Willard, Sandalwood High School

INDIVIDUAL PRESENTATIONS VI.C.6
Leveraging Existing Civic or Governmental Programs to Enable Service-Learning
Meeting Room B
For many years, the IRS has offered an number of service-oriented free income tax assistance programs. At Berry, we are using one of these programs, the Volunteer Income Tax Assistance (VITA) to create a co-curricular service learning outreach. This outreach combines student leadership, tax assistance, and personal financial planning to offer free assistance to economically disadvantaged members of the Rome, GA community.

Tim Biggart, Berry College

Micro-Unit Affordable Housing Addressed in a Service-Learning Design Studio
Meeting Room B
Micro-Unit Affordable Housing Addressed in a Service-Learning Design Studio During Summer 2013, University of Tennessee Architecture students participated in the Urban Design Summer Program at the Nashville Civic Design Center, the school's satellite participatory think tank. As an advocacy for an emerging type of urban housing, students addressed locally our national affordable housing shortage. This initiative will be presented as an example of collaborative outreach service learning as applied design research, involving over 3,200 hours of effort on the part of the students.

Thomas K. Davis, University of Tennessee Knoxville

INDIVIDUAL PRESENTATIONS VI.C.7
Teaching Social Policy Through Service-Learning
Meeting Room D
At Louisiana State University’s School of Social Work, service-learning pedagogy was utilized to increase understanding of social policy issues and interest in policy advocacy in a graduate course. The class partnered with local Louisiana non-profit policy organizations to examine the relationship between payday lending and bankruptcy. Pre- and post-course surveys were collected to measure attitudinal changes in civic engagement, self-efficacy, empathy towards outgroups, and policy advocacy.

William F. Dabney Jr., Trey Bickham, Younghee Lim, Elaine M. Maccio, Louisiana State University

Cutting EDGE: Connecting Learning and Civic Outcomes
Meeting Room D
Learn from a group of experienced practitioners about how they fostered a reciprocal relationship with the National Campaign to Prevent Teen and Unplanned Pregnancy to improve student persistence and retention while building capacity to help the agency meet its goals of reducing instances of unplanned pregnancies among community college students. Presenters will discuss how they tied this project into the college's QEP, which espouses the use of service learning and other engaged pedagogies.

Natalie Stickney, Tamra Ortgies-Young, George Vargis, Salli Vargis, Georgia Perimeter College; Chelsey Storin, The National Campaign to Prevent Teen and Unplanned Pregnancy

INDIVIDUAL PRESENTATIONS VI.C.8
Cross-Curricular Collaboration: A Three-Way Multi-Year Service Learning Partnership for a Healthier Alabama
Meeting Room H
With hypertension one of the health disparities facing the State of Alabama, students in the Communication and Diversity Service Learning class at The University of Alabama developed the "Salt Monster" to combat sodium consumption among college students. A graduate student in communication studies used surveys and focus groups to develop a public service announcement, which was shot and edited by an advanced media production course. Come see the PSA as the two-year collaboration is reviewed.

George L. Daniels, Eric Cooks, The University of Alabama

Bring Learning to Life: Experiential Learning as a Quality Enhancement Plan (QEP)
Meeting Room H
As a part of Southern Association of Colleges and Schools (SACS) Accreditation, Murray State University has identified Experiential Learning as the focus of their Quality Enhancement Plan (QEP). This program, entitled "Bring Learning to Life," will span the next five years and cut across every academic department on campus. This is a unique opportunity to get a knee deep perspective on how things are going during year one.

Kelly Rogers, Murray State University

INDIVIDUAL PRESENTATIONS VI.C.9
Institutionalizing Service Learning
Terrace Room 2
While Academic Community Engagement (ACE) courses (also called service-learning) have been taught since the 1960’s, ACE designation on for-credit courses is a relatively newer phenomenon. ACE courses require collaboration, reciprocity, respect, resources, rigor, responsibility, reflection, recognition, and risk assessment (Ehrlich, 2000; Watkins, 2011 & 2012). In this presentation I will propose additional criteria’s that must be considered when teaching an ACE course and provide a framework for institutionalizing ACE courses throughout the curriculum.

Sanjay S. Mehta, Jeffrey R. Wozniak, Sam Houston State University

INDIVIDUAL PRESENTATIONS VI.C.10
Teens As Planners - Youth Voice Youth Action Community Change
Terrace Room 3
Georgia Teens As Planners is a service-learning model focused on increasing teens' understanding of how local government works and the roles they can play in building their community while changing attitudes of local leaders. This session will focus on successes and disappointments of this 5-year service-learning program that engaged 35 teens and 20 UGA mentors/trainers through skill building, leadership development, and language and mechanics of governance programs and applications.

Sharon Speights Gibson, Jennifer Johnson, University of Georgia; Leigh Anne Aaron, Christa Campbell, UGA Cooperative Extension; Valencia Thornton, Elbert County Cooperative Extension

International Service Learning: Fostering International Cooperation/Avoiding International Dominance
Terrace Room 3
International service learning has the potential of creating deep student learning by combining two powerful pedagogies: study abroad and service learning. Following an overview of what existing research reveals about the promises and pitfalls of international service learning, participants will engage with leaders of two international service learning programs and discuss the challenges, pitfalls, and successes related to fostering intercultural understanding and collaboration between U.S students and residents of the countries they visit.

Steven Jones, Georgia College and State University