Community Service-Learning and the Humanities Dr. Tania Smith University of Calgary A Lecture sponsored by St. Thomas More College’s Engaged Learning and English Departments, University of Saskatchewan Thursday, January 15, :00 p.m.

Background narrative English Studies, University of Alberta (BA hons, MA) and Ohio State University (PhD) Literature and history Narratives, culture Education, persuasion Community-building questions Tutoring and mentoring foreign students of the Humanities

Elements of CSL: Experiential Learning Jane Austen Society, Juvenilia Press: J& R. McMaster and Bruce Stovel Co-editing, theatrical production, conference planning and participation Still on “Academic” terms Involving academic & nonacademic participants

Community Service Learning A step beyond common forms of academic experiential learning 3 way partnership model: teacher, students, community Equal value of academic learning and social engagement Students learn to bridge 2 audiences and teachers, 2 interpretive communities

Humanistic Learning Traditions Isocrates Plato Cicero Renaissance “republic of letters” & “advice to princes” genre 18c British dissenting academies 18c British Women Writers

CSL in Humanities education additional resources for critical thought. avenues for "creativity" in learning active, interpersonal engagement in learning involving participants outside the classroom increased elements of collaborative learning and community demonstrates to the public, parents and graduates the relevance and value of humanities studies

NSSE National Survey of Student Engagement – Question Areas: –Active and Collaborative Learning –Student - Faculty Interaction –Enriching Educational Experiences (including CSL question) –Level of Academic Challenge –Supportive Campus Environment

CSL-related NSSE questions Tutored or taught students (paid or voluntary) Participated in a community-based project "Synthesized" new ideas and information, as well as "made judgments" and "applied theories" regarding them Participated in a practicum, internship, or field experience

U of C – NSSE data by faculty

Forms of Humanities CSL Mentors: high school, community. i.e. Humanities 101Humanities 101 Small group discussion facilitators in events/forums Nonacademic co-editors, Researchers, historians, analysts Communicators

Challenges & Answers C: CSL as Trend / FadA: CSL as Historic, intrinsic C: CSL Bandwagon, Coersion A: CSL as one mode among many. Quality. C: CSL overemphasis on production A: CSL critiques production through action/reflection cycle C: CSL politically biased and not rigorous A: CSL can involve community partners with humanities values & degrees

Challenges & Answers C: CSL focus on method vs. content A: CSL for method balance & experience/content depth C: CSL demands on time, skills, partnerships A: CSL as beneficial to instructor research & service C: CSL Student resistance to pedagogy or specific partner A: CSL teaches through risk, uncertainty, responsibility Challenges & Answers

Further CSL inquiry / steps local resources, expertise, mentorship bibliographies, websites, associations piloting small scale, optional projects involving students in research and development tenure/promotion/evaluation policies flexibility, credit / noncredit consulting & involving stakeholders

Hybrid Model: On-Campus CSL Serving other university communities/units (library, writing center, task forces, SU, clubs) –Academia lacks resources, needs to develop community Undergraduate course-based peer mentoring –Mentoring course / “Host” courses : CSL structure –Peer Mentors as aids for many forms of interactive learning including CSL –unlike TA/Instructor relationship –Instructors learn some principles of CSL