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Comprehensive Review of Service-Learning Courses Set to Start December 1
A comprehensive review of the university’s service-learning courses is scheduled to begin on December 1. The primary purpose of the review is to determine the extent to which each course continues to meet the highest standard of service-learning practice.
Since June 2013, nearly 30 courses, with more than 50 sections in all, have been designated as service-learning.
The Center for Community Service Initiatives (CCSI), in consultation with the Office of the Provost, will conduct the review between December 1, 2016 and March 1, 2017. Both the associate vice president for undergraduate studies and the chair of the Graduate Council will participate in the review.
The CCSI has outlined seven objectives of the review process. One of the objectives is the redesign of course sections to emphasize alignment of learning outcomes, the community service or community-based research requirement, and critical reflection. Another is the delineation of best practices in service-learning by Barry faculty.
The review process also is expected to result in the selection of service-learning projects to be featured in Barry’s application for the 2017 and 2018 President’s Higher Education Community Service Honor Roll and ina booklet tentatively titled Exemplary Service-Learning Courses and Projects at Barry University.
When faculty members successfully apply for the service-learning designation, the service-learning notation is added to their courses in the schedule (WebAdvisor) and to their students’ official transcripts.
Both undergraduate and graduate courses are considered for the service-learning designation. Community-based research, internships, practicum assignments, field education, capstones, and similar community-focused or community-based work also may be designated as service-learning.
The criteria for the designation include a minimum number of service hours as well as a minimum percentage of the course grade set aside for the service-learning component of the course.
A complete list of designated service-learning courses is available in CEMS – the Community Engagement Management System (accessed from the CCSI homepage).
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CCSI Calls for Presentation Proposals for March 29 Symposium
The Center for Community Service Initiatives (CCSI) has issued a call for proposals for concurrent-session presentations at Barry’s fourth annual Community Engagement Symposium.
Scheduled for March 29, the 2017 symposium will highlight community-focused dimensions of experiential learning.
Successful proposals will highlight aspects or features of experiential learning activities that engage faculty, staff, and/or students with community partners at the local, regional, state, national, and/or global levels.
Proposals for presentations should be submitted by January 20.
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Nomination Categories for Community Engagement Awards Include Community-Based Research
Community-Based Research is one of the seven categories of community engagement awards for which nominations are being accepted.
The Community-Based Research Award recognizes research teams – composed of students, faculty/staff members, and community partners – for conducting rigorous research that addresses community concerns, issues, or needs.
In addition to Community-Based Research, the categories of awards are Community Impact, Community Partnership, Engaged Scholarship, Community Engagement Educator, Service-Learning Faculty, and Engaged Department.
The fourth annual Community Engagement Awards will be held on March 29, 2017. The nomination deadline is January 27.
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Faculty Invited to Apply for Service-Learning Fellowships
The Center for Community Service Initiatives (CCSI) invites faculty members to apply for service-learning fellowships for the 2017–2018 academic year. Two fellowships will be available.
Through the fellowships, successful applicants participate in a yearlong faculty development program focused on service-learning pedagogy, practice, and associated scholarship. Each service-learning fellow gets a course release to complete a special project and eventually to serve as a faculty mentor and engaged scholar.
Fellowship details and the application form are available in the Community Engagement Management System (CEMS), which may be accessed from the CCSI homepage. The application deadline is January 16.
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Engaged Scholarship Seminar Set for This Tuesday
An engaged scholarship seminar is set for this Tuesday (Nov. 22), beginning at 12:30 p.m. The CCSI will host the seminar in Room 208, Adrian Hall.
Dr. Gerry Starratt, an associate professor in the School of Education, will review an Educational Researcher (journal) article, “Research–Practice Partnerships in Education: Outcomes, Dynamics, and Open Questions.”
Starratt also is the newly appointed chair of the Application Review Committee for the CCSI’s Community-Based Research Incentive Program.
The engaged scholarship seminar is part of the program of the Faculty Learning Community for Engaged Scholarship (FLC). Engaged scholarship integrates faculty work in the areas of teaching, research, and service that addresses community issues.
Any faculty member may join the FLC and attend the seminars scheduled throughout the academic year. Prospective members are urged to attend this Tuesday’s seminar.
For further information, contact Dr. Laura Finley, FLC facilitator, at lfinley@barry.edu, or the CCSI.
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Barry Student Leader Participating in National Organization Supporting Farmworkers
A Barry student leader is continuing her participation in a national organization that supports the work of the Coalition of Immokalee Workers (CIW).
Barry Service Corps Fellow Quayneshia Smith serves on the steering committee of the Student/Farmworker Alliance.
Smith was one of the student leaders at the forefront of the recent Wendy’s Boycott Summit organized by the CIW as part of its Fair Food Program. She also took part in a demonstration to promote the current national boycott of the fast-food chain.
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CCSI Annual Report Available in Community Engagement Management System
The 2016 Annual Report of the Center for Community Service Initiatives is available in CEMS – the Community Engagement Management System.
“Deepening the Culture of Community Engagement” is the theme of the 72-page report.
Highlights of the report include the celebration of the CCSI’s fifth anniversary; the Community Engagement Symposium, which put the spotlight on partnerships contributing to student success; and the participation of 63 students in the Federal Work-Study Community Service Program.
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Variety of Community Engagement Literature Available in CEMS
A variety of community engagement literature is available through the Community Engagement Management System, or CEMS. Among the literature are books and book chapters, journals and journal articles, manuals, and fact sheets.
The literature may be accessed directly from the “Resources” section of CEMS.
Examples of books in CEMS are Community-Based Research and Higher Education: Principles and Practices; Service-Learning and the Liberal Arts: How and Why It Works; and The Promise of Partnerships: Tapping into the College as a Community Asset. A monograph titled At a Glance: What We Know about the Effects of Service-Learning on College Students, Faculty, Institutions, and Communities is available as well.
Articles in CEMS include “Assessment of Service Learning: An Often Overlooked Vital Link”; “Canton Connections: A University-Community Partnership for Post-Disaster Revitalization”; “Civic Engagement in the Field of Psychology”; “Community Partner Perceptions about Community Engagement Experiences for Nursing Students”; “Designing Effective Reflection: What Matters to Service-Learning?”; “Peace in Every Relationship: Building an Interdisciplinary, Holistic Domestic Violence Program on College Campuses”; “Service Learning in the Scholarship of Teaching and Learning: Effective Practices”; and “Situating Civic Engagement in a Global Context: A Review of Higher Education and Civic Engagement.”
Available journals include the International Journal of Teaching and Learning in Higher Education (Special Issue – Service Learning); International Undergraduate Journal for Service-Learning, Leadership, and Social Change; Journal for Civic Commitment; Journal of Community Engagement and Higher Education; Journal of Community Engagement and Scholarship; Journal of Higher Education Outreach and Engagement; Michigan Journal of Community Service Learning; PRISM: A Journal of Regional Engagement; and the Undergraduate Journal of Service Learning and Community-Based Research.
“Engagement and Related Concepts in Higher Education” and “Indicators of Engagement” are among the fact sheets in CEMS. A Corporation for National & Community Service (CNCS) issue brief, “The Impact of Service-Learning: A Review of Current Research,” also may be accessed in CEMS.
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CCSI Newsletter
Posted On : November 21, 2016
