Community-Campus Engagement Partnerships: Sharing our Ideas about Purposes, Processes, and People Hosted by: Illinois Campus Compact & DePaul University Facilitated by: Patti H. Clayton January 15, 2016

Watchwords 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, 2009, p. 146)

Community-Campus Engagement “collaboration between institutions of higher education 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. The purpose of community engagement is the partnership of college and 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.” [Carnegie Foundation, Community Engagement Elective Classification, 2015]

Partners in SL (co-) Learning Goals of SL (CT in all) Components of SL (integration) Service-Learning Relevant Service Academic Material Critical Reflection Civic Learning Academic Learning Personal Growth Instructor/ Staff Students Community Members Change Goals of SL (short- & long-term) Organizational Individual Community/ Societal

Introductions I self-define as S – O – F – A – R when it comes to SLCE partnerships & When I hear the word “partnership” in the context of SLCE, the metaphor that comes to mind is … Picnic Painting Printing press Something else (extra points for a “p” word )

Thinking together about partnerships today People Purposes Processes Vision of learning Vision of community Who? With what identity? Practices Reciprocity

Thinking together about partnerships today People Purposes Processes Vision of learning Vision of community Who? With what identity? Practices Reciprocity

Finding shared purposes Sheet of paper: Represent 1 or 2 (f/b) visions you want to nudge the world toward Holding your sheet of paper, mingle and find at least 2 others with interestingly connected “nudges” In “nudge” groups on flip chart(s): Box in the center: Vision / what do we want to nudge toward? A: What do we need to better understand to nudge the world in this direction? B: Who is / should be part of this nudging (individuals, organizations)? C: What is in place / emerging to build on as we nudge?

10 min BREAK Walk through flip charts: Any ideas to take back to your own?

Thinking together about partnerships today People Purposes Processes Vision of learning Vision of community Who? With what identity? Practices Reciprocity

One-time events and projects Short-term placements Ongoing placements, mutual dependence Core partnerships, interdependence Transformation, joint creation of work and knowledge Jacoby, B. & Associates. (2003). Building Partnerships for Service-Learning. Jossey Bass. p. 27. Time Depth & Complexity Types of Partnership Practices

Sockett (1998) categorized partnerships according to four levels of trust and complexity: Service relationships, [in which] an individual or unit volunteers or sells support for an institution-related function; Exchange relationships, [in which] the parties exchange resources for their mutual benefit; Cooperative relationships, [in which] the parties plan together and share responsibilities; and Systemic and Transformative relationships, [in which] the parties share responsibility for planning, decision making, funding, operations, and evaluation of activities and in which each institution is transformed through the relationship. (p. 76)

Example: One time, service

Example: Ongoing placements, mutual dependence – exchange & cooperative (without Rs)?

Annette’s course Org A Org F Org E Org D Org C Org B

Example: Ongoing placements  Core partnership, interdependence – exchange & cooperative (without Rs)?

Computer Access & Literacy Project SLCE Center (project coord) Patti’s course Assisted living facility A Course C Continuing Education Program Assisted living facilities B & C Course B ENCORE student

Examples: Transformative?

One-time events and projects Short-term placements Ongoing placements, mutual dependence Core partnerships, interdependence Transformation, joint creation of work and knowledge Jacoby, B. & Associates. (2003). Building Partnerships for Service-Learning. Jossey Bass. p. 27. Time Depth & Complexity Types of Partnership Practices

Sockett (1998) categorized partnerships according to four levels of trust and complexity: Service relationships, [in which] an individual or unit volunteers or sells support for an institution-related function; Exchange relationships, [in which] the parties exchange resources for their mutual benefit; Cooperative relationships, [in which] the parties plan together and share responsibilities; and Systemic and Transformative relationships, [in which] the parties share responsibility for planning, decision making, funding, operations, and evaluation of activities and in which each institution is transformed through the relationship. (p. 76)

As you think about developing new and / or deepening current SLCE partnerships associated with the vision you want to nudge the world toward, which type(s) of partnership practices are you most and least interested in and why?

10 MIN BREAK Re-group into SOFAR groups of 3

[Modified from Saltmarsh, Hartley, & Clayton. (2009). The Democratic Engagement White Paper. Boston, MA: New England Resource Center for Higher Education. Technocratic Engagement Democratic Engagement ForWith Deficit-basedAsset-based Uni-directional flowMulti-directional flow At best transactional exchanges Potentially transformative partnerships Hierarchy / traditional power dynamics Co-roles / power shared

For / With Thinking about these examples and your own experiences of SLCE partnerships, what specific factors lead SLCE partnerships to be technocratic or democratic? (worksheet, p. 3) & What can you/others in your SOFAR partner category do to help advance “with-ness”

DCE: Reciprocity & Co-Roles/Identities Thinking about the takes on reciprocity as understood within the paradigm of democratic civic engagement (p. 5) and the partnership work you are or would like to be involved in as you work with others to “nudge the world”: Put a question into our whole “circle” What do you notice about the questions?

10 min BREAK Come back into small groups with others you are partnering with / want to partner with

Thinking together about partnerships today People Purposes Processes Vision of learning Vision of community Who? With what identity? Practices Reciprocity

Watchwords 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, 2009, p. 146)

What to learn? What do I think is most important for people, including myself and students, to learn throughout our lives? (see p. 7) What are the implications of that for my own teaching and learning in my partnerships?

Thinking together about partnerships today People Purposes Processes Vision of learning Vision of community Who? With what identity? Practices Reciprocity

Stand and declare One specific thing I will do before the end of January related to establishing or deepening partnerships OR One specific question I am pondering as we break for lunch

SLCE-FDP thought pieces 1.Double consciousness in SLCE 2.First year courses 3.Global SL 4.Community-driven SLCE 5.Place-engaged SLCE 6.Democratic relationships in SLCE 7.Engaged academics as change agents 8.Community engagement professionals 9.Brave spaces for authentic dialogue 10.Institutional transformation

Thinking about the future of SLCE Skim and discuss selected thought piece topic and post comments Share your table’s thinking: – What is the call your selected piece makes? – What interests or excites you about it? Concerns you about it? – What questions do you want to pose to it? Developed responses to these and/or new topics