Edgewood College CORCOMMUNITY-BASED LEARNING

AT THE HEART OF THE CURRICULUM

COMMUNITY-ENGAGEMENT 1970s-2010

HUMAN ISSUES embodied the mission and values of Edgewood College by linking students’ educational experiences to authentic, community-based social issues.

+ 3-4 credit Human Issues course or independent study project.

+ Junior or Senior standing

+ “Capstone” for integrating

*Deep learning,

*multiple perspectives,

*reflective practice,

*community engagement

- Not developmental—little preparation for engagement before “required”

GENERAL EDUCATION REVISION 2010

THE THREE LEVELS OF COR

COR 1: An Introduction to a Dominican Liberal Arts Education During the first semester of your freshman year, a COR 1 seminar supports your transition to college. In partnership with a faculty mentor and peer leader, you will explore a theme of interest through academic study, engagement with the community, and critical reflection on your own spirituality, personal values and beliefs.

COR 2: Pathways to Engagement During your sophomore or junior year you will choose an intensive experiential learning pathway. Through meaningful community-based learning experiences you will study, analyze, and reflect on related ethical issues and your own beliefs & values.

COR 3: Integrating for the Common Good Toward the end of your degree program, you will integrate broad general education learning (Cornerstones, Ways of Knowing, Perspectives) with deep learning from your major to demonstrate the application of your developing expertise to relevant social issues and audiences.

Key discussions/decisions

A. HUMAN ISSUES w/community-engagement has proven transformational for many students at the end of their studies: how can this be developmental?

1. EXPLORE

2. INTENSIVE EXPERIENCE

3. EMERGING EXPERTISE/EXAMPLE

B. Full range of civic engagement beyond “service- learning?”  1. SERVICE-LEARNING & LOCAL PARTNERSHIPS

2. STUDY ABROAD (Extended or Abbreviated)

3. STUDENT RESEARCH & INTERSHIPS

4. CIVIC-LEADERSHIP OPPORTUNITIES

Implemention challenges

• TRANSPORTATION!• Aligning COR with Ways of Knowing and Perspectives (multiple

GenEd “tags”)• Integrating “SPIRITUALITY” (Values, Beliefs, Practices, Vision)• Transfer Students (COR 1 – Transfer Bridge)• Nurturing RECIPROCAL relationships with Community Partners• Reconciling “academic rigor” with “experiential, community-based

learning”• Genuine integration of engagement vs. “add-on required hours” to

“reflect on.”• Understanding the “community” & “experience” as another course TEXT for study!

Recommendations

1. Start with where FACULTY are: interests, expertise, passions!

2. Capitalize on professional development in each Major but reframe it as community engagement

3. Create shared OUTCOMES but support many vehicles for meeting them.

4. Incentivize. Provide resources & training for faculty to create/revise/assess courses and other community-based learning experiences (mini-grants, special funds, …)

5. Gather faculty at each level to share wisdom, what works, pitfalls…

6. Do not overlook your own campus as a Community for engaging.

Preparing Students for engagement

DEVELOPMENTAL

COR 1: “In partnership with a faculty mentor and peer leader, you will explore …

10 to 15 hours total but with a variety of “partners”

COR 2: Build on “exploration” and connect in-class or on-site with partners early;intensive experience 20 to 40 hours —build and nurture relationships

COR 3: “Professional Internships” and other community partnerships related to career or “life”-interests.

Developing reciprocal relationships

1. Because the course & engagement flow from faculty interest and expertise, faculty maintain the relationship through their own engagement each year.

2. Some partners rely on certain classes to “show up” each year.

3. Invite partners to guest-lecture and/or assist in course design/revision as needs and opportunities continue to evolve.

4. …

Tenure review?

• Community-engagement is definitely valued and credited and celebrated.• Not named as one of the preferred things that counts for promotion• Not devalued • Not required • Not privileged

• But for some positions the capacity to integrate it into your courses is considered for Hiring.

Outcomes-Retention-Assessment

(FYE Survey, Noel-Levitz, Senior Exit Survey, program and course evals…)

• Retention has increased but difficult to pinpoint why… but community engagement CLEARLY related to FY student satisfaction & retention

• Students note: they have learned a lot, they are changed, they value C-E

• Struggle• Analyzing and understanding issues at the structural level• Articulating and connecting their answers to the Three COR Questions.