Select Recent Activities :: Consulting, Collaborations, Conferences

Consulting (April 2009 - present)

Metropolitan Community College (April 2010)

• Lifelong Learning and Service Living: The Role of Critical Reflection (student workshop)
  

• Generating, Deepening, and Documenting Learning: The Power of Critical Reflection (faculty workshop)

College of St. Mary (April 2010)

• Design for Learning: Integrating Critical Reflection and Assessment (workshop)
  

Nebraska Methodist College (April 2010)

• Facilitating Reflection to Generate Learning (workshop)
  

• Articulating and Assessing Values-Based Learning (workshop)
  

Certificate of Accomplishment in Teaching Program, Graduate School, NC State University (April 2010)

• Introduction to Service-Learning (graduate student workshop)
  

UNC-Greensboro, Spring 2010 Speaker Series: Building the University's Capacity for Community Engagement (March 2010)

• Building Capacity for Excellence within a Community-Engaged University through Defining, Conducting, and Supporting Scholarly and Democratic Community Engagement (keynote address)

• Engaged Graduate Education: Responding to, Preparing, and Supporting the Next Generation of Community Engaged Professionals and Scholars (workshop)
  

• Integrating Community Engagement into Student Programs In and Out of the Classroom (workshop)
  

• Reciprocity in Community Engaged Scholarship: Opportunities and Challenges (workshop)
  

• Turning Community Engagement into High Quality Scholarship (workshop)
  

• Digging Deeply into the Dynamics of Community-Engaged Teaching, Learning, and Scholarship (working luncheon)
  

• Generating, Deepening, and Documenting Learning through Intentional Design of Critical Reflection in Service-Learning (workshop)
  

• Individual and small group consultations with faculty, staff, administrators, and students

Ohio University (March 2010)

• Partnerships in Community-Based Participatory Research: Transactional and Transformational Dimensions (video conference)

Ryerson University (March 2010)

• Generating, Deepening, and Documenting Learning in Critical Reflection: The Power of Critical Reflection (workshop)
  

• Think tank with Arts Faculty

• One-on-one and small group discussions with faculty and staff
  

Southwestern Illinois College (February 2010)

• Civic and Social Awareness: What is it? How can we design for it? -- Grounded in the work of SWIC’s Civic and Social Awareness Committee, this interactive workshop will guide participants through a process of articulating various meanings of “civic and social awareness” as a category of learning outcomes. It will engage faculty in an instructional design process that will enable them to teach toward such learning, each in their own unique contexts, intentionally and with confidence in their ability to do so in a scholarly, experimental way. Participants will contribute to SWIC’s evolving understanding of the meanings of and possibilities for cultivating civic and social awareness and will use and take away concrete tools to support their own work as instructional designers.
  

• Generating, Deepening, and Documenting Civic and Social Awareness through Critical Reflection --  Critical reflection on experience—including both designed and serendipitous experiences inside as well as outside the classroom—is key to achieving learning. Learning how to learn through critical reflection and thus how to tap the learning potential of every moment of our lives is key to the development of self-directed, lifelong learning. Given an understanding of what we mean by “civic and social awareness,” then, this session will explore how instructors and students can achieve it through critical reflection and, in turn, how such use of critical reflection both requires and fosters the capacity building that underlies critical thinking, responsibility, and citizenship. Participants in this interactive workshop will apply to their own teaching and learning contexts tools for critical reflection that have been refined through a multi-year, inter-institutional scholarship of teaching and learning project focused on the integration of critical reflection and assessment.

St Francis Xavier University, Nova Scotia, Canada (February 2010)

• Conceptualizing Threaded Service-Learning at the Departmental Level (departmental think tank / working session)
  

• Enhancing Student Learning through Service-Learning: 10 Tools for Intentional Design (workshop)
  

• Documenting Service-Learning in Promotion and Tenure (working lunch session)

• Individual and small group consultations with faculty, staff, and student leaders

Tennessee State University (January 2010)

• Developing Quality Service-Learning Courses through Intentional Design of Reflection and Partnerships (workshop)

• Carnegie Community Engagement Classification (workshops with Executive Officers, Deans, and Department Heads)

Lipscomb University (January 2010)

• Generating, Deepening, and Documenting Learning: The Power of Critical Reflection (workshop)

• An Exploration of Engaged Scholarship as Integrated Faculty Work: Reflecting on Definitions, Motivations, Examples, Integration Points, and Capacity Building Opportunities (workshop)
  

• Partnerships in Service-Learning: Who, What, When, Where, Why, and How? (workshop)

• Individual and small group consultations with faculty, staff, and student leaders

Belmont University (January 2010)

• Civic Dimensions of Service-Learning: Civic Learning and Democratic Civic Engagement (luncheon address)
  

• Designing Integrated Service-Learning for Learning: Instructional Design Workshop

Livin' La Vida Local Institute, Florida Gulf Coast University (October 2009)

• Designing Service-Learning Projects, Courses, and Curricula for Learning (workshop)
  

• Service-Learning as Scholarship: Students, Community Partners, and Faculty Co-Generating Knowledge through Reflective Practice (workshop)
  

• Generating, Deepening, and Documenting Learning: The Power of Critical Reflection (workshop)
  

• Designing a Center for Service and Civic Engagement (small group discussion)
  

• Critical Reflection in Inter-Professional Education (small group workshop)
  

Elon University (September 2009)

• Generating, Deepening, and Documenting Learning: The Power of Critical Reflection (workshop)
  

• Democratic Civic Engagement (small group discussion)
  

• Various meetings with faculty, staff, and administrators regarding the institutionalization of service-learning and civic engagement

University of Toronto, 2009 Faculty Summer Institute on Service-Learning (May 2009)

• Design for Learning: Integrating Critical Reflection and Assessment -- As the component of service-learning (including community-based research) that generates, deepens, and documents learning, critical reflection is key to successful outcomes; it is also challenging to implement effectively. This workshop will guide participants through a process of 1) articulating the learning they are after, 2) designing their teaching and learning strategies accordingly, 3) using reflection to generate and deepen learning, 4) assessing learning, and 5) building capacity for learning through reflection. Participants in this hands-on session will apply to their own courses tools for intentional design for learning that have been refined through a multi-year, inter-institutional scholarship of teaching and learning project focused on the integration of critical reflection and assessment.

• Partnerships in Service-Learning -- Service-learning (including community-based research) is a relational pedagogy, depending for its success on quality partnerships that are intentionally-designed and customized to context. This workshop is grounded in a conceptual model that distinguishes between "relationships" and "partnerships" and that claims "partnership" potential for the full range of relationships involved in service-learning (between and among students, faculty, community members, and institutions). Participants in this hands-on session will engage with several tools designed to support careful examination of such partnerships, including in terms of a) assessing capacity to partner, b) nurturing growth in partnerships, c) investigating the nature of partnerships, and d) building capacity across all partners for roles as co-educators and co-generators of knowledge.

Midwest Consortium for Service-Learning in Higher Education, Workshop on Deepening Critical Reflection and Civic Learning (May 2009)

• Generating, Deepening, and Documenting Learning: Reflection Beyond the Basics -- Reflection is the element of service-learning that helps students avoid “having the experience but missing meaning.” It helps them improve the quality of both their learning and their contributions in the community. When understood as critical reflection and integrated with assessment, it generates, deepens, and documents learning. Intentional design is key if it is to fulfill this important role and if the pedagogy is to achieve its potential. Using excerpts from a Tutorial on Learning Through Critical Reflection, this interactive workshop will introduce participants to the research-grounded DEAL Model for critical reflection and assessment—one example of an approach to intentional integration of critical reflection and assessment. Participants will leave the session with a wide range of tools to support their own design of assignments and rubrics and to facilitate their approaching service-learning in particular and their teaching more generally as scholarship.

• Generating, Deepening, and Documenting Civic Learning -- Service-learning, by definition, has among its primary goals civic learning. This session will apply the principles of integrating critical reflection and assessment (including via the DEAL Model) specifically to the challenge of civic learning. What do we mean by “civic” learning? How do we facilitate such learning? How do we assess it?

Hastings College, Academic Showcase Day (April 2009)

• Students Engaging with the World, Now: As Real as it Gets (keynote address) -- All too often we speak of the “real world” as beginning after graduation and, relatedly, we think of the undergraduate experience as a time of preparation for “real life.” Service-learning, however, invites us to approach college as the real world and to assume responsibility for that world and for our presence in it, now. This understanding of what constitutes the “real world” both requires and fosters shifts in perspective and practice, not only on the part of students but among all members of the college community. Students can be key change agents in this process, leading the way toward a more civically engaged campus. Our guest, Patti Clayton, has worked closely with undergraduates for 10 years to bring service-learning to their university and to develop strong models for what they call “service-learning as a shared developmental journey.” She will share several stories of the extraordinary impact these students have had, on campus and beyond, and will discuss with us the lessons they have learned together and the keys to their leadership.

Scholarly Collaboration

Next Generation Engagement Initiative, NERCHE (January 2010 - present)

Elon Research Seminar, Teaching Democratic Thinking (July 2009 - present) - participant

• A two-year multidisciplinary seminar that will facilitate the development of innovative research and pedagogy on issues central to engaged undergraduate learning. Twenty faculty and staff from diverse campuses have been selected to participate in the seminar.

Atlantis Dual-Degree International MS Program in Forestry (January 2009 - present) - evaluator



EDGES Scholarly Learning Community, NC State University (September 2009 - October 2010) - co-designer

Canadian Alliance for Community Service-Learning (2010) - materials development

• Gemmel, L. & Clayton, P. A Comprehensive Framework for Community Service-Learning in Canada (pdf of report)
  

IUPUI Service-Learning Research Academy (May 2010, May 2009) - faculty

• The IUPUI Research Academy is an interactive summer workshop to develop skills, learn about methods and literature, develop a research project and advance research related to service learning in higher education. Co-sponsored by the National Service Learning Clearinghouse.

Symposium on Assessing Student Civic Outcomes, AASCU and IUPUI (May 2009) - participant

Conference Sessions (February 2009 - present)

Atlantic Assessment Conference, Cary NC (April 2010)

• Designing Service-Learning with Assessment in Mind (pre-conference workshop) --Service-learning is a "high impact pedagogy," with potentially significant outcomes not only for students but also for faculty, educational institutions, community organizations, community members, and the range of partnerships at its heart. Intentional design and a scholarly, improvement-oriented approach are key to producing and assessing both processes and outcomes. In this session we will explore a precise yet flexible conceptualization of service-learning that can guide customized design and assessment of the pedagogy. We will identify the types of outcomes at stake for the full range of constituents and examine research-grounded tools that can support the design of critical reflection and partnerships with assessment in mind.
  

• Articulating, Generating, and Assessing Intercultural Competence (workshop, with Darla Deardorff) --Diversity awareness. Global citizenship. Cross-cultural understanding. These and other learning goals fall under the general heading of intercultural competence, and they are among the most pressing priorities of higher education. To cultivate and assess such outcomes, it is important to define them carefully, in a way that is customized to particular contexts while also informed by an expanding set of models and promising practices. In this interactive hands-on workshop, we will explore definitions of intercultural competence and examine ways in which intercultural learning outcomes can be articulated and assessed across the range of approaches to experiential education. This workshop will serve as an introduction to intercultural learning and assessment.
  

University Education in Natural Resources Conference, Virginia Tech (March 2010) - co-facilitator

• Nurturing Self-Critical and Intentional Citizens and Natural Resource Professionals through Creative Approaches to Reflective Pedagogy

• Reflection as a Learning Tool in a Nature-Based Study Abroad Course

• The Wake Nature Preserves Partnership as an Example of Community Engagement

• International MS Education and Dual Degrees in Forestry: The Atlantis Program

5th Annual Conference on Applied Learning in Higher Education, Missouri Western State University (February 2010) - keynote speaker

• Tapping the Transformative Potential of Applied Learning through Scholarly Engagement (keynote address)
  

• Critical Reflection in Applied Learning (roundtable)
  

Pathways to Achieving Civic Engagement (PACE) Conference, North Carolina Campus Compact (February 2010) - co-facilitator

• Democratic Civic Engagement: Exploring Co-Roles -- Community engaged teaching, learning, and scholarship are defined, in part, by reciprocal partnerships among students, faculty, and community members—partnerships in which power and responsibility are shared and in which everyone has a voice in project design, implementation, and evaluation. But what, exactly, is involved in fulfilling this commitment to “co-education,” “co-learning,” and “co-generation of knowledge”? This session will explore the dynamics of “co-” roles, including through the lens of “democratic civic engagement.”

• Who's Doing the Learning: Faculty and Community Partners as Learners in Service-Learning -- Community engaged teaching and learning hold great potential for learning —by faculty and community partners as well as students. This session will share conceptual frameworks and methods for investigating faculty learning and community partner learning, including its relationship with student learning. Panelists, including two faculty members and two community partners (all of whom are veteran service-learning practitioners who have reflected on their roles and relationships and on their own capacity building goals), will collaboratively engage with facilitator and audience questions.

• EDGES: A Faculty Development Initiative for Scholarly Community Engaged Teaching and Research -- Implementing scholarly community engaged teaching and/or research can be enabled through thoughtfully-designed faculty development, which, in turn, can contribute to institutionalization efforts. Presenters will share a nationally-recognized model called “EDGES” (Education and Discovery Grounded in Engaged Scholarship): a year-long program that brings doctoral students and new, recently tenured, and late career faculty together in a cohort-based mentoring community. The audience will be supported in adapting the model for their own campuses.
  

• Building Capacity for Research Service-Learning: Principles of Good Practice -- Community based research (CBR), intentionally framed as research service-learning (RSL), has the potential to generate substantial, even transformative, outcomes for faculty, students, and community partners. Yet, many shy away from it because of concerns about individual, community, and/or institutional capacity. This interactive session will explore principles of good practice in designing RSL projects. Participants will take away concrete examples of the pedagogy and tools for both assessing and building the capacity to implement it effectively.

ARNOVA Conference (November 2009) - invited presenter

• Research Service-Learning: Advancing Nonprofit Education, Scholarship, and Practice -- Just as teaching and research in general can come together to improve understanding and practice, so too can the pedagogy of service-learning and the process of community-engaged research be approached deliberatively and integratively to advance a wide range of objectives among practitioner-scholars. What role might “research service-learning” play in nonprofit education, scholarship, and practice and what principles of good practice might guide its implementation toward maximum impact? This interactive session will offer a framework for conceptualizing the pedagogy of service-learning as “research service-learning” and will provide and support participants in critically analyzing a range of examples in the context of nonprofit studies at both the undergraduate and graduate level. We will consider the possibilities for designing research service-learning in such a way as to avoid common pitfalls and capitalize on its mutually-transformative potential.

• Service-Learning in Nonprofit Education: A Model for Course and Curriculum Design -- This session will offer a framework for conceptualizing service-learning and corollary instructional design and will support participants in applying it to course and curricular design in their own contexts. The facilitators have several years of experience in designing and conducting scholarship on “threaded (or cumulative, developmentally-designed) service-learning” in the context of a nonprofit studies courses and a minor and will invite participants to use and adapt their research-grounded tools. The discussion will include consideration of learning objectives, reflection, assessment, community partnerships, and the scholarship of teaching and learning.

IUPUI Assessment Institute (October 2009) - presenter

• Articulating and Assessing Civic Learning -- Educating for democracy. Graduating responsible citizens. Teaching the public purposes of our disciplines. Cultivating critical thinking, problem-solving, and cross-cultural skills. What do these and related "civic learning" goals of the academy really mean to us as educators and how might we operationalize and measure them in our teaching? In this session we will examine a variety of conceptualizations of "civic learning" and use research-grounded tools for the design of course-embedded assessment to help achieve greater precision in both generating and assessing associated learning outcomes.

International Research Conference on Service-Learning and Community Engagement (October 2009) - co-presenter

• Faculty for the Engaged Campus Initiative -- Faculty for the Engaged Campus is a national (U.S.) initiative aimed at creating institutional support for community-engaged scholarship through competency-based, campus-wide faculty development. We will report on our research on the initiative's faculty development activities, including findings from assessments from 20 campuses participating in a focused planning effort and findings from the qualitative evaluation of programs at two pilot campuses. Implications of our findings for supporting community-engaged careers in the academy will be discussed.

• Creating, Sustaining, and Marketing a Research Agenda
  

• Designing a Framework for Service-Learning in Canada

Canadian Alliance for Community Service-Learning Institute (October 2009)

• Research on Service-Learning and Community Engagement - panel moderator

• Inter-institutional Collaboration in Service-Learning and Community Engagement - panelist

Outreach Scholarship Conference (September 2009) - poster co-presenter

• Education and Discovery Grounded in Engaged Scholarship (EDGES): A Faculty Development Initiative (pdf of poster)
  

Lifetime of Learning Conference, Alabama Poverty Project (September 2009) - keynote speaker

• Service-Learning as Democratic Civic Engagement: Building Capacity for a Lifetime of Change Agency

Symposium on Service-Learning and Civic Engagement, Western Carolina University (June 2009) - co-presenter (with Emily Janke)

• Using the DEAL Model to Prepare Student Reflection Leaders -- Preparing student reflection leaders to facilitate reflection effectively is an important responsibility of instructors and service-learning staff. This interactive workshop will introduce participants to the research-grounded DEAL Model for critical reflection and provide examples of its use at NC State and UNCG to build capacity among student reflection leaders. Participants will see examples of how the DEAL Model has been used to facilitate informal and formal written reflection, group discussions, and end of year presentations.

• Investigating Partnerships: Research as an Aid to Improve Practice -- “Partnerships” is one of the most widely used terms in service-learning and civic engagement. But what does it really mean? How can the full range of relationships between students, faculty, community members, and institutions be approached as potential partnerships? And how can partnership identity be strengthened and sustained over time? This session presents two investigations of partnership dynamics and considers implications of the findings for future research and the practice of establishing and nurturing partnerships.

4th Annual Conference on Applied Learning in Higher Education, Missouri Western State University (February 2009) - plenary speaker

• Generating, Deepening, and Documenting Learning: The Power of Critical Reflection in Applied Learning (Plenary) -- Applied learning opportunities of various sorts -- service-learning, internships/practica, study abroad, and undergraduate research -- have in common the potential for significant student learning .... and the challenge of generating and documenting that learning, often in non-traditional ways. Critical reflection oriented toward well-articulated learning objectives is key to generating, deepening, and documenting student learning. Participants in this hands-on session will consider the meaning of critical reflection and principles of good practice for designing it effectively and will examine a research-grounded, flexible model for integrating critical reflection and assessment, taking away tools and rubrics for adaptation in their own instruction.
  

Pathways to Achieving Civic Engagement (PACE) Conference, North Carolina Campus Compact (February 2009) - co-presenter

• Community Engagement as a Shared Developmental Journey:  Tapping the Potential of Service-Learning for Mutual Transformation among all Partners This session offers a framework for conceptualizing community engagement developmentally—for students, faculty, partners, partnerships, and institutions—and thereby for encouraging mutual transformation. Facilitators (a faculty member, a community partner, an administrator) will provide an overview of developmental models for service-learning, share their stories as case studies, invite similar reflection from participants, present a graphic of their developmental framework, and facilitate small group discussion, application, and modification.
  

• Beyond Reciprocity: Investigating Transactional and Transformative Dimensions of Service-Learning Partnerships -- This session will present a new conceptual framework and instrument for examining the various relationships involved in service-learning partnerships in terms of a continuum from transactional to transformative. Preliminary data gathered on multiple campuses will be shared. Participants will articulate a range of research questions that can be investigated as well as implications for designing and nurturing service-learning partnerships.
  

• Designing Service-Learning Enhanced Capstones -- Service-learning enhanced capstone courses help students synthesize academic concepts and apply them to life beyond the university. The facilitators have experience with capstone courses in several different programs. Specific questions about the implementation of capstone courses will be explored as we work collaboratively with participants to produce a set of principles of best practice in the design of the capstone experience.
  

Archived Consulting Activities