Reflection report by peer DIG leader “ What stood out in the discussion about the service projects was that some of the service sites were a great help to them in the future aspirations to one day serve their community more and that they were glad that they where part of that particular service site.” Distinguishing Features Cross-institutional learning communities GE courses from each institution linked Y1: shared service learning in community Y2: shared service learning in community 1 st link; sustainability campus-based projects 2 nd link Shared faculty development Peer-led learning communities (a.k.a. Dolphin Interest Groups, or DIGs) with students from both institutions Shared reflection journal assignment & rubrics for measuring civic engagement, critical thinking, and social science analytic skills Biggest Challenges Logistics Volunteer approvals, fingerprinting regulations and paperwork Y2: only sites without fingerprinting Common times for Dolphin Interest Groups. Too many service sites first year (6), not enough common service hours among students Y2: only four sites, fixed hours Student participation in DIG reflection groups Y2: DIG participation tied more clearly to participation grade in all 4 classes Oxnard College access to CI’s new eportfolio Y2: move to GoogleDocs for OC students and existing e-Lumen assessment tool for faculty Most Promising Aspects Engaging students through service learning First generation and under-represented minority students empowered Growth of civic awareness among students Project presentations about service made up of students from both campuses Transfer pipeline Oxnard College students visit CI multiple times Oxnard students work with CI students and faculty on both campuses, see their potential as university students Oxnard students who transfer to CI come with GE work assessed for outcome achievement Collaboration of faculty across institutions Faculty development workshops Course development GE assessment alignment Evidence About Impact Pipeline/persistence/retention Peer DIG leaders conduit for transfer info 2 OC students (out of 13) in Y1 cohort transferring to CI F13 10 of 11 CI students Y1 cohort in good standing Institutional Support Each campus institutionalized support for one linked course Recruitment for OC classes prioritized by Transfer Center Counselors CI institutionalization through Center for Community Engagement (CCE) Funded Community Ambassador Liaison will send one community partner to Campus Compact meeting each year building on DIG Reflection group model to support other service-learning courses at CI Oxnard College - CSU Channel Islands Sophomore Seminars Chris Mainzer, Amy Edwards and Carolyn Inouye— Oxnard College Sunghee Nam, Suzanne Soule, Lisette Rodriguez and Marie Francois— CSU Channel Islands Logical Next Steps Y3 1. Institutionalize service learning at Oxnard College   2. Continue alignment of SLO assessment 3. Continue collaborative linked GE courses 4. Continue both models (i.e. shared community service; thematic campus service) 5. Continue refinement of DIG scheduling process Fig. 3(a-b). Service Learning Trade Show at Infusing Service- Learning Across the Curriculum workshop, October 2011 (a)Faculty sharing best practices. (b) Community Partner Kathryn Brenner, Cabrillo Economic Development Corporation, working with faculty from OC and CI For further information Fig. 4(a-b).( a) Students learning about daily life for female farm workers from Lideres Campesinas activists. (b) excerpt from reflection journal Reflection journals “I learned that there are many different approaches and solutions to the social issues in the world. But I know that you cannot be narrow minded and ignorant when approaching a sensitive cause because there are people that will be affected by it. You have to learn how to work with others and find a balance between what works and does not work. There will be mistrials and disappointing moments when wanting to make a change. But at least I will be out there trying to make a difference in a world that is so individualistic.” – student placed with Homeless Coalition Fig. 2. Y1 Sophomore Seminar Orientation at CI. Students and faculty from OC and CI class, Community Liason, Community Partners, peer mentors. Community Partner survey Y1  Q: “As a result of working at our site students gained a greater under- standing of the community and the population they served.” Fig. 1. Screenshot of folioCI assessment of student work from UNIV 250 using GE rubric for civic engagement