Who transforms whom? Understanding our new roles in ECCL's relational model of service learning Connie Herbin, Kaye Robinson and Alfredo Ortiz Aragón, DSE March 31, 2017

Purpose of our inquiry Our inquiry Core questions In Fall 2016, a research team* from the UIW PhD course “Qualitative Research Design (INDR 8357)” engaged the (ECCL) in an effort to design a research process that would help the ECCL better understand its impact on the communities they serve. How are COMMUNITY-BASED PARTNERS benefiting from ECCL brokered relationships with UIW? How are these partnerships with community-based organizations benefiting the STUDENTS and FACULTY involved? How might we measure the effects of these partnerships? From community impact to relational impact *Thomas Ayala, Connie Herbin, Lucinda Lizcano, Teresa Peña-Rodríguez, Kaye Robinson, & Alfredo Ortiz Aragón

Towards an integrated model of service learning Our presentation will discuss the ECCL Relational Model for Service Learning to which the ECCL aspires, focusing on the new responsibilities it implies for each actor in the model.

Findings

Why the ECCL needs to better understand its community impact What we found out? So What? Why is this relevant? ECCL aspires to a transformative model of service learning ECCL vision for transformative service learning/community engagement and continue historical traditions of the sisters of Charity (CCVI) ECCL service learning model is measured through post service reflections and anecdotal observations (in relation to students) Engage in long term partnerships that add transformative, measurable value to student, faculty and community partners Elevate service learning “beyond community service” issues of poverty, social needs, and rights of marginalized groups Develop relevant criteria for measuring the impact of each actor in relations to service learning But., this model requires at least 4 different actors to change the way they currently interact with each other

Vision Faculty are stepping up on a larger scale to support the connections needed to implement a relational model of service learning. Faculty are helping develop a spirit of service learning through active mentorship We see student relationships needing to be grounded in an understanding of community needs. We envision course-related service learning arrangements being designed to forge linkages between catholic social teaching (CST), the UIW mission, and real life community engagement—critically connecting concepts to the real world We envision all actors actively utilizing tools that enable effective relating We envision students seeking, documenting and finding connections between their service, community impact, and their own personal transformation Community organizations are engaging with students as valuable contributors to their missions. Students are seeing and forging connections between their work in the community and their education and personal goals.

Towards an integrated model of service learning

Conceptual Framework—Ideas to consider to strengthen “our” SL model Conceptual Framework- means ideas, frameworks and theories that may be relevant to this study which: Inform the types of questions that are asked and research activities that are implemented Process and interpret data that is generated Reflect upon the service learning model to which the ECCL aspires Substantiate the model of engaged service learning that emerges from the process

Conceptual Framework: Theory Transformational Service Learning Theory (Mezirow, 1991) Engaged Scholarship Theory (Boyer, 1996) Community Development Theory (Christenson & Robinson, 1978)

Conclusion Who transforms whom—new relationships and behaviors are needed