April 29, 2010

How can we build on what is currently in place and work to benefit the community and increase student learning and citizenship skills?

World Cafe 2 Revision.docx

What would it look like if the campus and community worked together for the good of the community and to increase student learning and citizenship skills?

World Cafe Chart.doc

OCE Book Group Wrap-Up Feedback, April 27

One sentence which describes a civic engagement goal or outcome you would like to see achieved at UMD...

• Have it embedded within each department/college/major as a natural requirement - not necessarily as an "add-on"
• That there is an increased awareness of civic engagement events and activities on campus - more student involvement
• To bring more awareness, recognition, and action to civic engagement and service-learning at UMD
• To engage departments across campus to be more visible in the Duluth community
• 80% of student population to be involved in at least 1 or more student groups, sports, etc...
• I would like to see a program that gets a majority of students engaged with the local community, preferably within the major field of study
• Modify UMD's tenure guidelines to include public engagement as a step towards tenure
• Campus and community-wide understanding (and working-knowledge) of civic engagement
• Interdisciplinary civic engagement curriculum
• Carnegie classification
• Civic engagement in the mission statement
• Civic engagement minor
• CE/SL class designation

Additional notes from the conversation:

• Administrative focus on OCE goals is made a priority
• Involve student leaders - make them visible - show commitment (helps with buy-in)
• Need student training of civic engagement and service-learning
• LEADERSHIP! Tone set at the top administrative level for the rest of campus (college, department, individual level)
• Take apart the silos on campus, restricting movement between individuals (faculty and students)
• Get students engaged on campus, and then work them into the community - get students to really care
• Need to tug at students' heart strings?
• Make it relevant to students' lives - if it doesn't impact me, I'm not going to do anything about it
• How to create a broader systemic change? Students working full-time and going to school
• Expose students to entire systems (poverty, food systems)
• Needs to connected to the mission, what we want our students to leave here with
• Need real buy-in, support from the beginning
• Campus climate change
• Need to build campus pride, develop capacity for pride

Collegiate Unit Student Affairs Offices
Student Association
UMD Seminar (SSP 1000) (new name for ICL)

• Add an additional credit to UMD Seminar, one credit of citizenship
• Carry civic engagement through, connection junior or senior year
• Make it meaningful, carry it through
• Senior seminar, engaged research piece
• Make a link for civic engagement in existing programs - internships, student teaching
• Students show how they've moved from beginning to end of their program - how their college civic engagement idea formed
• One size does not fit all - need a process that will benefit each individual student, and in turn the broader community
• Healthy group pursuit

Feedback from OCE Book Group, April 6th 2010 - UMD Assets, Needs and Questions

• UMD is a small institution, we know each other
• Collaborative, we can sit down and talk to one another
• Mission Statement for Liberal Education
• Office of Civic Engagement on campus, engage the campus as a whole

• Need to bring CE into education: make it part of what they're learning and part of what they do to learn
• Need to integrate; we need an integrator
• Need to bring everyone together to figure out a collective understanding and common framework
• Need help making the match
• Need to bring students from all different majors together, to see the value in all different disciplines and how they can work together
• Need goals to connect to the larger institution
• Need a clearing house, a way to bring people together to brainstorm on the range of courses and to help people make their own connections
• Really need faculty buy-in (they need rewards)
• Internships are seen as more rigorous. We need to bridge that gap to make engaged internships
• Need engaged research and scholarship
• An all-campus engagement day (this day would save money for the institution too!)
• We need to know where we're going, as an institution
• Need to make this place more accessible to the community
• Need to listen to the community, how can we serve them?
• Need a clearing house for community needs
• Need community to feel that UMD is THEIR university

• How to teach students to use power responsibly, when faculty and staff don't demonstrate how?
• What steps can we take, to offer options not set-backs?
• Acknowledge successes - what are some milestones? Can we put together a show?
• What is the engaged campus?

Book Group Notes Session 3, April 6th 2010

Chapter 12: Preparing Students for Global Civic Engagement
Presented by Jay Newcomb - Service-Learning Coordinator at College of St. Scholastica

Quest Mexico - perspective of the poverty from Mexico
• Learn about policy and effects on Mexico
• Validate the lives of poor Mexicans and what they see as reality
• Students seen as "powerful North Americans, who have the money to fly to Mexico."
• An emphasis on learning between the groups

Look at all the stages of the experience
• People who the students interact with become their teachers - there is so much to learn from everyone
• Faculty help to do the big picture analysis

Back in the U.S.
• Give presentations
• Reflection of what they've done
• Takes a lot of meetings and follow-up
• "I've changed a whole lot and it's the same up here; I no longer fit" Student who return say
• Lessons to learn, how "they" view "us"
• Try to learn how to not reinforce the existing power structure.

Back to local
• Look back, how have we helped, contributed to their own effort to change/better their world (instead of just being frustrated at what we've seen (the students))
• Faculty say students have attitudes, examples, want it to be an effect on the culture of the school (St Scholastica)

What motivates the Community Partners in Mexico?
• Personal motivation from founder
• People who have had a transformational experience, people stay on, develop a personal connection

UM stats
• UM goal of 50% student study abroad
• UMD has currently 23% of students study abroad (documented)
• How guarantee safety? - case dependent, pre-selection of students, pre-departure orientation
• Keep in perspective - look at the news of the U.S. and Europe (anything that happens overseas becomes bigger)

Work on the other side - When they come back
• Essential to making/creating a transformative experience
• Takes intentional integration for them
• Link from international experience, bring back to local community
• St. Scholastica Center for Just Living
• Some tools at UMD (maximizing study abroad) but no course (not anymore)
• Issues with students needed to fill certain number of credits
• Students want practical things, how to put on a resume, mental shift to personal choices needed
• Makes it important that the course does all - nothing additional
• Global Studies Minor

Chapter 13: Securing the Future of Civic Engagement in Higher Education
Presented by Julie Plaut, Executive Director of Minnesota Campus Compact

Bush Foundation Project
• Add a major in a challenge - builds on their interest, disciplines integrated, institutionalizing of the program

How to secure
• Need an action plan for everyone involved, as a team to do it right, easy to do in pockets but then not fulfill outcome
• Need to look at: what students get credit for; what faculty get credit for
• Facility for us to work together isn't there, people need the reason to bridge the cultural divide at campus

Specialization vs. Civic Engagement
• Specialization reduces opportunities, builds up walls rather than all working together
• Need progressively more responsible
• Examples: Wagner College, NY - departments make connections that develop over time, learning communities used
• Cabrini College, Penn. - first thinking about community (1st year), then develop into valuable work, capstone experience popular (4th year)

It is easy to name challenges! So what are the assets to build on? Where are the successful things?

March 8, 2010

Additional Questions for Chapters 4 and 6

Chapter 4 -

• What are UMD's first year experience programs?
• What did you learn from this chapter? Is there anything you'd like to see implemented at UMD?
• What is the feasibility of applying these programs at UMD?
• Can we create a first-year (freshman) seminar on civic engagement at UMD? Is this kind of course needed on the campus?

Chapter 6 -

• "Exemplary interdisciplinary teaching and learning models cost more then single disciplinary courses to deliver and sustain" (p. 114)
• How do we ensure funding for civic engagement?
• Do we need to create a sustainability plan, to ensure financial resources for the long-term?
• Can we provide financial support for students who participate in civic engagement? See page 114, near the bottom of the page, for more information. See Minnesota Campus Compact M3C Program.

Book Group Discussion Notes Session Two

Book Group Discussion Notes Session Two
March 2nd, 2010

Chapter 4 - Civic Engagement in the First College Year

ICL perspective - teach how to go to college

Importance of getting to students early
• So many choices, how to get them engaged early, which is meaningful?
• Also need to fit in busy schedules, students feel they need to make choices
• Isolation because nothing is very walkable from the UMD campus
• How to get them engaged, living on campus, with a tight schedule?

Retention is an issue
• Civic engagement needs to be university wide
• what can we do to convince others that civic engagement is the way to go?

30-60-90 Road Map needs to be aware of civic engagement
Website: http://www.d.umn.edu/roadmap/

Students/Staff/Faculty don't feel that there is a sense of mission at UMD
• not a sense of community
• students don't feel a part of things (which feeds directly into retention)
• UMD looses students who are looking for more

Action Step: First need to emphasize on mission

What is the larger institutional mission? What kid of a university are we? What is UMD...a mini-Twin Cities campus? We know what the missions of Morris and Crookston are...

Need to organize the university mission into one place
• coordinated curriculum that could work across all colleges
• need to add up to one mission
• everyone finds a way to fit within the mission

*Example of University of Massachusetts Lowell and Sustainable Community Development (Approaches to Sustainable Development: The Public University in the Regional Economy)*

Civic engagement is relevant because:
• A way to teach without using much money
• show outcomes of research, incredible learning

Action Step: Need to promote the Student Associations and Student Groups at UMD
• leads out into the community
• students push ahead in their programs and a positive impact on GPA

Need to strengthen groups at UMD, reach out to freshman, restructure the SA?
Gives the sense to students 'This is ours", gives ownership over what they do

What needs to happen?
• Get advisors involved in recruiting students to groups
• Need more public space on campus, more coffee shops, more meeting places

How feel a part of UMD, Duluth?

Chapter 6 - The Influence of Integrative and Interdisciplinary Learning on Civic Engagement

Students learn about democracy from how their institutions are run
• They learn from our community as well, for a variety of things
• Issues come in many concentric circles, each need to be dealt with and understood

Liberal education = comprehensive education

New assessment and campus-wide learning outcomes on the horizon

Bring thought and action together - explanation-action gap (103)

Educating the whole student, who is responsible for this?
• lack a mission, not all educators agreed we educate the whole student

Holistic approach: bring students out and bring community in

How is this going to be relevant, in the community, if funded? Show the benefits...

Multi-layered questions: economics questions lead to sociological, lead to environmental...

Issue: Student loads in fine arts, science and engineering are large
• civic engagement needs to be in the framework that already exists, and it cannot be an add on to the curriculum

Students will need the skills to work across disciplines in the future, Yet there is no incentive on campus to work across disciplines.

Lack of respect (disrespect?) among colleges and disciplines
• something students observe and learn

"Who could help us with a problem?" No one looks beyond their college. Why?
• Structural problems - faculty told to act, rewarded to function this way

U of M - disrespect toward students, not care about student experience
• Need to redefine the commitment to students
• Advising help right from the start, personalize?

New Liberal Education - focus on five common themes across disciplines
• all subject to the faculty teaching these courses
• prime opportunity to integrate civic engagement
• We will need leadership!

Why can't we be agents of change?
• Really hard for students to define heroes, but easy for them to find villains
• Students can see that this is a problem
• We need risk takers
• We need our voices heard, for new chancellor

• Need to look at the reward system, tenure process

Instructors and Professors are able to control what goes on in their own classroom
• The Reward is knowing that students are learning
• Look at it from both ends (rewarding for the student, rewarding for the instructor)
• Need to be our own reward

A civic engagement award for faculty!

Example from the past: Core learning program at UMD about 15 years ago
• Make connections, but takes sense of direction, lack of coordination
• Need a sense of mission, purpose and communication with all players
• New a new head or approach from what we can individually do

Importance of doing service-learning well
• Connections across community, age groups

Action Step:

Need a realistic plan

Need trained people leading the process

Count toward 7-12 Document, count toward your job

Need more time, "Anyone here have extra time?" Time is the main drawback.

Civic Engagement/ multidisciplinary approaches - Either integrated into what you do already or need administrative support

Natural affiliations among classes and disciplines:

Example: Articles about the San Marco Apartments and Seaway Motel in the news, county commissioners make new regulations and statements about housing, the newspaper series on homelessness...

MAPL, sociology, journalism, political science could team up for a project, which would make the connections between the seemingly unrelated issues apparent to the students and the community.

Back to a sense of mission: We should all be celebrating the mission of the our university

Chapter Four Outline - First Year

Chapter Four Notes - Civic Engagement in the First Year.docx

February 17, 2010

Outcomes of the Civic Learning Spiral

A bullet point list of the aspects of the civic learning spiral and outcomes was just added, under the Civic Engagement and Higher Education category (on the right-hand side of the page). We didn't have much time to discuss the civic learning spiral and outcomes on February 9th, but this is potentially a very helpful section for designing and assessing quality civic engagement opportunities.

Outcomes of the Civic Learning Spiral

Outcomes for the Civic Learning Spiral.docx

February 12, 2010

February 9th 2010 Notes

I. What are faculty, staff, students, and community partners looking for?

Civic Engagement
• Resources and integration, want to see the pieces come together and consensus of where civic engagement is today
• Emphasis on the idea of public good

Glad to see to emphasis on local and global, beyond local
• Learn about myself more, learn about another culture, share these stories, role model, get the young people excited
• Positive social change emphasized

II. How should Civic Engagement be organized? What is needed?

Civic Engagement = very important to reflect on their own (the students') philosophies, why they are where they are (where we are)
• What are the histories?
• Why they affect us now?

Holistic - need to fix the source of problem
• Haiti example, pull people out of the rubble, five years down the line, have to go back to pull people out of the rubble again

Need a profound experience

Experience - allowed to have, what they're taking back from it, what learning applied to where they actually live

Experience the world, without leaving North America
• Get them out of their physical world
• Connections made at different places, depends where they're at
• Use social networking (classes co-taught through the internet across the world)

Need a framework for action, otherwise it could be dangerous
"Prepare now for lifelong civic engagement...never know who will be the next president, director..."

Need to take a step back

Page 62-63 Outcomes - are these equal?
• Need a pyramid of importance
• Want to do the right thing?
• Whose reality counts?
• Whose values count?
• How teach without imposing values

III. How can we make Civic Engagement campus-wide?

New Liberal Education Program - how to make sure implementation takes place?
What are the requirements?
Afterwards, pro-active, identify people

Need discipline specific
• Work on encouraging, help people make those connections better

We should just say "Do This"
Make civic engagement in the selection process
Work "with" not "at"

Crisis of what the university is after the Cold War
• What is the end product of the university?
• Hopefully, university takes leadership in sustainability
• A big opportunity, which we didn't choose

IV. How do we get students involved?

Students - concept of citizenship is changed
• Lots on p. 62-63, how to measure, give a common ground

Need to do follow-up with people
• Where were the students out there to support what they voted in?
• Stuff needs to keep coming

How to get them to participate? Need to give them a reason to go, to connect

Cynical = students are very
• No trust
• How are we socializing our young people?
• Must happen in families, communities, not just in high education

How to keep students excited all year round?
Herd mentality? Hallmark syndrome too?

Engage each of us in our own way...integrate this information into another scenario
• Need to scare them to get them out in their community?
• Get rid of the blinders

"Totally engaged exactly where they want to be unless they're pushed a little."
• They've got a constructed world, very skilled at keeping the door on...

Incredible motivator fear is...Is there good fear?

John Hart quote - Act out of fear, Act out of trust, freedom to act...changes what you're willing to do

Catastrophe fatigue currently
When the world isn't falling apart, people get cynical

Assumptions become givens, can't speak in any informed way
Opposed to fear, you want them to question (the students)
Empowerment - need to act, need to provide students with this
• How to show they can make a difference
• They feel overwhelmed

Tune into what you want to tune into...
If you don't know how, how will you be successful?

How to engage students in this context?
• Systems
• Critical analyze
• Long-term perspectives

Then it becomes complicated, might be harder, but they will like you at the end...

Something they can use in other places....

Maslow's hierarchy - need to focus lower, instead of self-actualization...need to fulfill basic needs of students first, self-focus

V. Skill Building

Teaching skills more productive than teaching philosophy

Skill Building - Opportunities for them
• Empowerment (do we need to teach this?) (Do they know what this means?) - how to relate to traditional UMD students?
• Micro-loan strategy? Work with UMD Students to fund experiences? UROP?

Need it to become intrinsic (inner drive)
• Want self-sustaining - how to develop this?
• Don't want to become the agency. Want to be the facilitator of learning

Skill Building
• Kirby Leadership Institute
• Need to believe it's benefiting them
• Need to really carefully choose where people go
• Worldview, connections

February 9, 2010

UMD Student Statistics and Informational Links

UMD Student Statistics.doc

Civic Engagement and Higher Education

Book Group Discussion Outline Session One.doc

June 16, 2009

May 7th Notes

Advice for how civic engagement will work comes from a dean or other person of higher authority.

CSU Model:
-Retreats.. get people away from their usual environments.
-Civic Engagement (CE) Training
-Makes sense to bring campuses together
-Problem: Hard to get people to go on retreats
-Alternative: On-Campus training like Service Learning 101
-Individual departments have a CE retreat
-It makes a huge difference on how we discuss CE
-There are ways to address the problem of low turn out for trainings
- Merit
- Compensation
-Usually faculty get merit by research, but is there a way to connect this research with CE?

At UMD, it is hard to convince new faculty to get involved in CE.
Long, steady work up to 10-20 years for CE to be prominent and work well.

What are the action steps?
-How does change occur?
-Education to faculty

Get people to understand CE
-Have students shadow a mentor

Mentoring helped
-Faculty could have a CE mentor to see how it works.

Funding is an issue
-Sciences vs. Humanities and Arts
-Arts and Sciences should work together

Funding Sources
-We need to seek out all of our resources for funds so that if someone wants to do a project, they will know where to go for ideas on funding.
UMD is more individual than collectivist. Need support from dept. head and the dept. as a whole.

Make change and innovation less threatening
1. Knowledge
2. Market- spread knowledge
3. Take acton and have office be available to faculty who need help. Be more assertive.

Youtube video on CE as well as handbook for people who don't want electronic version.
Need to develop a plan or model for faculty to follow.
IDS and OCE come together for SL 101 Workshop.
Increase student retention
-Civic Engagement
-Study Abroad
Service Learning credit? 3 credit vs. 4 credit?

Future Book Groups
-Are we satisfying our purpose?
-As long as we recruit at least 1 or 2 new faculty, it is worth it.
-Bring in big names to present at book groups?
-Small group retreat?

May 6, 2009

Ideas for an Action Plan

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