Engaging Your Students Beyond the Classroom: What to Consider and How - PDF document

Research on Teaching and Learning Summit, 2019 – Poster Submission Joie S. Hain – Clayton State University joiehain@clayton.edu Wendy Ritz – Florida State University Panama City writz@fsu.edu Anita Whiting – Clayton State University anitawhiting@clayton.edu ------------------------------------------------- Engaging Your Students Beyond the Classroom: What to Consider and How to Implement Community-Engagement or Academic Service Learning Abstract: The purpose of this poster is to (1) discuss what community engagement is, (2) to discuss the benefits of community engagement learning, (3) to discuss how to a community engagement project was added to a marketing class, (4) to discuss examples of other disciplines adding community engagement projects to their classes and (5) to provide tips and suggestions to faculty on how to add and implement a community engagement project to their classes. Overall, this presentation seeks to help faculty members learn more about community engagement projects and learn how to create and implement a community engagement project. Three requirements:  Relevant and Meaningful Service within the Community  Enhanced Academic Learning  Purposeful Civic Learning At the center of these three is Academic Service Learning (Michigan, 2001)

The goal of PACE (Partnering Academics and Community Engagement) is to foster both student and community interaction and to assist students by applying learning to a situation outside of the classroom (Clayton State, 2019) Develops collaborative partnerships between the university and local community members (Wozniak, Bellah and Riley, 2016) Benefits to Students  “Positive impact on student’s academic learning  Improves students’ ability to apply what they have learned in “the real world”  Positive impact on academic outcomes such as demonstrated complexity of understanding, problem analysis, problem-solving, critical thinking and cognitive development” – Vanderbilt  Problem based learning  Understanding real world problems – (Wozniak, Bellah and Riley, 2016)  Future internship or job opportunities Benefits to Community  Encourages entrepreneurial relationships within the community (Jacob et al., 2015)  Effect positive socio-economical change (Alicia-Alvarez et al., 2016)  Open communication for unique educational needs of community (Jacob et al., 2015) Implemented Disciplines Many disciplines take advantage of community engagement, including:  Military-Civilian Gap (Journal of Veterans Studies)  Health Care (Alicea-Alvarez, et al. 2016  Digital Marketing/Social Media (Hain, J. and Ritz, W., 2018)  English – (Clayton State University)  Advertising – (Clayton State University)

 Sporting Events and Tourism Management (Jinkins, Cecil, 2015)  Cross Disciplines – Community Garden (Wozniak, Bellah and Riley. 2016 Role of the Professor (Minimize Liabilities/Maximize Success Rate) Establish expectations:  Students o Syllabi, Roles, Schedules o Course Resources o Reflection o Celebrate Success  Community Partners o Collaboration o Open to Diversity o Accessible o Sign responsibility agreement o Reciprocity o Celebrate Success  Completed Project Evaluation and Learnings o What expectations were met? o What could work better? o What needs were not addressed? o What changes should be implemented if project is repeated?  Media o Share within:  Engaged community  Broader community  Campus Consider in advance:  Time Involved  Ethical Issues – Human Subjects

 IRB  Transportation  Insurance  Emergency Information

References Alicea-Alvarez N. Reeves, K., Lucas, MS, Huang, D., Ortiz, M., Burroughs, T. and Jones, Journal of Urban Health:, “Impacting health disparities in urban communities: preparing future healthcare providers for ‘neighborhood -engaged care’ through a community engage ment course intervention. 2016, Vol. 93 (4), pp. 732-43. Clayton State University – PACE Training 2019 Hain, J. and Ritz, W. Society for Marketing Advances, “Enterprise marketing variation model: scalable project resulting in high student and community impact”, 2018. Jacob, W. J., Sutin, S. E., Weidman, J. C., and Yeager, J. L . Community engagement in higher education: Policy reforms and practice. Springer 2015 Jinkins, L. and Cecil A.K. Journal of Convention & Event Tourism , “A shift in community engagement models: A case study of Indiana University-Purdue University Indianapolis and the Indianapolis business community” 16: 159 -174, 2015. Journal of Veterans Studies. “’My Understanding …. Has Literally Changed’: Addressing the Military-Civilian Gap with an Academic-Community Engagement Project” https://journal-veterans-studies.org/articles/abstract/10.21061/jvs.1/ Michigan Journal of Community Service Learning, 2001 Service-Learning Course Design Workbook Vanderbuilt University. “Best Practices in Community Engaged Teaching” https://cft.vanderbilt.edu//cft/guides-sub-pages/best-practices-in-community- engaged-teaching/ . retrieved 4.29.2019. Vanderbuilt University. “ Community Engaged Teaching Step by Step” https://cft.vanderbilt.edu//cft/guides-sub-pages/community-engaged-teaching-step- by-step/ retrieved 4.29.2019 Vanderbuilt University. “What is Service Learning or Community Engagement” https://cft.vanderbilt.edu/guides-sub-pages/teaching-through-community- engagement/ retrieved 4.29.2019

Wozniak, J.R., Bellah, J. and Riley, J. M., Journal of Business Strategies , “Building a community garden: a collaborative cross -disciplinary academic community engagement project”. Fall 2016, Vol. 33 Issue 2, p 95 – 115