Tuesday, May 8th – Wednesday, May 9th

Barrette Business and Community Center

Walsh University

North Canton, Ohio

5/8 8:30a.m. – 5:30p.m. and 5/9 9:00am – 4:30pm

This workshop will focus on integrating service-learning practice with research and scholarship. Participants will refine their research question, analyze research methods and design, and create a research plan.

In this workshop participants will:

• Identify, analyze, and refine their own service-learning related questions and associated research and practice designs

• Apply conceptual frameworks for service-learning, for scholarship, and for research to their own work

• Generate characteristics of high quality scholarship related to service-learning and evaluate their own and other’s work accordingly

• Compare and contrast examples of service-learning related scholarship with respect to such variable as types of method, fit between question and design, rigor of data analysis

• Analyze, refine, and apply to themselves the concept of “civic minded scholar”

Facilitated by: Patti H. Clayton, Ph.D., Consultant with over 75 schools, colleges/universities, and higher education organizations

Cost: $150.00

Space limited to 20 participants!

To register Contact: Beth Juelich-Velotta at ejuelich@walsh.edu or 330-244-4758

Download the flyer to post on your campus at:

Proposals will be accepted until March 30, 2012.

For more information please visit IARSLCE’s website at www.researchslce.org.

October 4-5, 2012

SUNY Global Center 116 East 55th Street New York, NY

Call for Proposals

Submission Deadline: March 31, 2012

The State University of New York at Geneseo, Siena Italian Studies, and the Associazione Culturale Ulisse at the International Center for Intercultural Exchange are seeking proposals for Intercultural Horizons 2012: Intercultural Strategies in Civic Engagement, a conference dedicated to exchanging ideas, practices, and experiences in the development of intercultural competence.

This conference is intended to engage educators and experts from a variety of perspectives in examining the challenges and achievements of civic engagement in a global context, and the evolving definitions of civic engagement in service learning and general education, with an emphasis on turning theory into practice.

We welcome proposals from those interested or involved in intercultural education or exchange, from faculty and administrators to coordinators and counselors, as well as those active in the fields of service learning, language instruction, intercultural or cross-cultural communication, and international education.

Conference Structure

The conference will include plenary sessions with invited speakers as well as concurrent panel sessions. We will consider proposals for panels or for individual presentations. If an individual presentation is accepted, it will be combined with others to create a 3-person panel.

Conference Themes

We are particularly interested in presentations and panels that address the following themes: • Service Learning • Intercultural Competence • General Education

• Technology • Changing Definitions of Civic Engagement

What to Submit

All submissions should include: • Proposal type (panel or individual presentation) • Presentation title and 100-200 word abstract • Name and title of presenter(s) • Organizational affiliation • Email addresses for all panelists or presenters • Technology requirements

Please send proposals to Rebecca Lewis at  lewis@geneseo.edu.  Presenters must register for the conference by September 1, 2012 to be included in the program.

 “To Learn and to Serve: Critical Service-Learning Initiatives and Community Engagements”

The Ohio State University

October 18, 2012 (Evening: Tentatively Scheduled Opening/Community Gathering)

October 19, 2012 (All-Day: Presentations/Workshops)

October 20, 2012 (Half-Day: Poster Sessions, Presentations, Closing Session)

Submission Deadline:  May 7, 2012

Overview & Invitation:

This conference will bring together students, teachers, teacher educators, researchers, school and university administrators, and community members and organizations to explore intersections of service-learning initiatives and community engagements across K-16 settings. Service-learning—traditionally defined as a multifaceted approach to integrating classroom instruction and academic research with meaningful community service—has the potential to enrich learning, teach civic responsibility, impact educational policy, and strengthen partnerships within schools, universities, and communities. Long recognized as an effective strategy for inspiring student learning, engagement, and activism as well as increasing civic participation, service-learning has been credited with raising high school graduation rates, motivating students to go to and complete college, and encouraging civic participation.

However, some continue to view service-learning as volunteer work or community service that does not impact teaching, learning, research, and policy decisions within schools and universities, and across local, national, and global communities. Thus, the unfair disassociation of service-learning from real world experiences involving a variety of activities such as critical reading, writing, questioning, thinking, problem posing, and collaborating for social, political, and educational change. This conference, “To Learn and to Serve: Critical Service-Learning Initiatives and Community Engagements,” will highlight innovative approaches to engaging SL across contexts in ways that support students’ academic experiences. Although not a requirement, we encourage proposals that include K-16 students, teachers, and community reps. The organizing committee is interested in reviewing proposals that address a variety of questions including, but not limited to, the following:

• What might a critical service-learning project entail? What does current research in service-learning say?
• What are teaching ideas/practices that facilitate student engagement and support academic achievement?
• What are examples of high-quality service-learning projects across grade levels and content areas?
• What do students have to say about service-learning initiatives and community engagement?
• How can service-learning initiatives foster community engagement grounded in social justice?
• How can service-learning respond to 21^st century literacy and technological demands?
• How can educational and community-based partnerships support service-learning projects?
• In what ways can spaces of engagement foster social change, activism, and civic participation for students, teachers, researchers, and community members and groups? How might these spaces look?
• Do service-learning projects have academic, social, and/or psychological influences on people across K-16 and community settings?

Program Formats:

Workshop: (1 hour to 1 hour & 15 minutes). Workshops allow participants to consider an idea and try out practical strategies by which to design, implement, participate in, and/or sustain service-learning projects.

Roundtable: (1 hour plus). This is an opportunity to talk with others about your current work, emerging ideas, classroom data, and/or innovative practices. A variety of topics related to the conference theme can be explored.

Paper/Panel Session: (1 hour plus). This format enables presenters (3-4) to discuss a topic in-depth.

Poster Session: (ongoing) Poster sessions offer teaching/research/community ideas displayed on a mounted poster for presenters to engage participants in conversation about their service-learning work.

PRISM: A Journal of Regional Engagement. 

PRISM is a new journal devoted to promoting a culture of engagement between the university and region through the creation, application, and integration of knowledge. It is multi-disciplinary and includes research articles, case studies and applied research articles, and reflections across the full range of disciplinary perspectives. The journal is currently accepting paper submissions.  More information about PRISM & submission requirements

Interdisciplinary Humanities

The Fall 2012 issue of the journal Interdisciplinary Humanities will be a special issue on service-learning in the humanities. The editors welcome submissions of articles, essays, and reflective pieces on service-learning from various points of view: students, faculty, agency mentors, and higher-education and non-profit community administration and staff. Documents may focus on studies, theory, practice, interdisciplinary collaboration, and school-community partnerships as they apply to service-learning. The co-editors for this special issue are Isabel Baca (University of Texas-El Paso) and Joana Owens (Jacksonville University).

More Information on Interdisciplinary Humanities: Interdisciplinary Humanities is a refereed scholarly journal, published three times a year by the Humanities Education and Research Association (HERA). The journal accepts articles that deal with “any learning activities with content that draws upon the human cultural heritage, methods that derive from the humanistic disciplines, and a purpose that is concerned with human values.” Articles dealing with the interdisciplinary humanities or humanities education at all levels (K-12, college, and adult learning) are welcome, as are creative works of poetry, fiction and non-fiction that reflect the journal’s interests and the themes of specific issues. For more information about IH’s sponsoring organization, see HERA’s website at: http://www.h-e-r-a.org

Submission Guidelines: Interdisciplinary Humanities defines “interdisciplinary humanities education” as any learning activities with content that draws upon the human cultural heritage, methods that derive from the humanistic disciplines, and a purpose that is concerned with human values. Academic courses don’t have to be labeled “humanities” to be interdisciplinary. Integrated courses and units are often disguised under such names as World History, Freshman English, Music Appreciation, Beginning Spanish, Introduction to Religion, Senior Honors, etc. Integration can range from the use of a novel in a history course to team teaching to comprehensive thematic extravaganzas that combine the arts, literature, philosophy, and social sciences. We welcome manuscripts from university colleagues, but also ones that examine interdisciplinary scholarship and education in elementary grades, teacher education, adult public programs, graduate seminars, educational radio and television, museums, and historic parks. Additional  information and submission guidelines 

Editorial decisions for publication are normally made within four months following submissions.
Upcoming and proposed editions of Interdisciplinary Humanities are subject to change without notice.

Send inquiries and papers to: Isabel Baca at: ibaca@utep.edu and Joana Owens: jowens1@ju.edu

Submission Deadline: May 1, 2012

Undergraduate Journal of Service Learning and Community-Based Research

 The editorial team of the new Undergraduate Journal of Service Learning and Community-Based Research seeks submissions from undergraduates.  Undergraduate Journal of Service Learning and Community-Based Research is a refereed, multi-disciplinary, online undergraduate journal open to all undergraduate students in the U.S. and across the globe. The journal is dedicated to publishing the intellectual and reflective work by undergraduates on service learning, community-based research, and all related curriculum- and/or research-based public community engagement activities. These go by many additional names, such as community-based learning, public scholarship, publicly-engaged learning/teaching, etc. The editorial team of Undergraduate Journal of Service Learning and Community-Based Research encourages undergraduates to pursue their own intellectual projects and to join the academic conversation.

We invite submissions in five categories:

·         Reflective Essays

·         Analytical Essays

·         Research done for a community organization in the form given to that organization, accompanied by a short, reflective essay

·         Research Articles

·         Open Category

Submissions will be accepted from now through June 30, 2012.

Additional information about the journal’s content and submission guidelines

The Undergraduate Journal of Service Learning and Community-Based Research is supported through the Center for Service Learning and Community-Based Research at Pennsylvania State University, Berks. Dr. Laurie Grobman serves as editor.

Please direct all inquiries and questions to the editor:

Dr. Laurie Grobman
Professor of English and Women’s Studies
Coordinator, Center for Service Learning and Community-Based Research
Editor, Undergraduate Journal of Service Learning and Community-Based Research
Penn State Berks
Tulpehocken, Rd. P.O. Box 7009
Reading, PA 19610-6009
610-396-6141
leg8@psu.edu
http://www.berks.psu.edu/FacultyStaff/lGrobman.htm

What are people saying about the report?

“Civic-minded trailblazers are pushing back,” wrote  Carol Geary Schneider, president of the AAC&U in a Washington Post College Inc. blog post. “Colleges and universities cannot solve the nation’s civic recession alone, any more than they can reverse our economic recession alone. But a flourishing economy requires many of the same capacities that support vibrant citizen involvement. We do not have to jettison our commitment to civic learning in order to prepare students for success in the knowledge economy. A twenty-first-century education can and should build those capacities of mind and heart that foster innovation and productive problem solving wherever they are needed—in the workplace, in our communities, and in the crosswalks that embed the economy in our democracy.”

Dan Barrett of the Chronicle of Higher Education noted in his January 10, 2012 article that the report “asks higher-education leaders, faculty, and staff to take on another duty when its plate is growing increasingly full. In recent years, colleges have been called on to make higher education more accessible to more students, constrain tuition costs, produce more graduates, train them for jobs, stimulate local economies, and figure out how to assess how much students are learning.”   The Chronicle‘s article solicited a number of spirited comments on the website.

What do you think of the “Crucible Moment” report?  Will we see a major new effort by higher education to reclaim its civic mission by re-investing in service-learning and civic education?  Or do you think this is just another jargon-filled academic report with recommendations that will sit on a shelf?  Tell us what you think!  Leave a reply, below.

On  March 9 and 10, Otterbein University will host Women and the New American Dream as part of the innovative Opportunity Nation/Be the Change initiative. This summit will bring together service professionals, scholars, students, higher education staff, and community leaders determined to help women and girls develop new pathways to success.  Be a part of the conversation: complete the intent to participate or session submission form before February 9.  Space is limited!  Learn more.

Conflict Resolution Education Conference features Service-Learning training workshop

On March 14th, the International Conference on Conflict Resolution Education will kick-off with pre-conference training on Service-Learning in Cleveland.  Ohio Campus Compact staff will facilitate this one-day workshop. The main conference, Developing Global Citizens in Schools, Higher Education, and the Community will take place March 15-16 followed by a Community College Seminar on Developing Peace and Conflict Studies Programs.    

Don’t miss these back-to-back big events!

Our annual awards represent the very best of community service and civic engagement in higher education. Help us honor the tireless efforts of the civic leaders on your campus by submitting a nomination to one of our state or national service awards.

Anyone from an Ohio Campus Compact member institutions can nominate distinguished and accomplished faculty, students, or staff for the following corresponding awards:

STATE AWARDS

The David Hoch Memorial Award for Excellence in Service 

The David Hoch Memorial Award for Excellence in Service was designed to recognize and honor the outstanding work in service-learning and/or civic engagement by a faculty or staff member at an Ohio Campus Compact member institution. This award is named for the late David Hoch, the Dean of Honors at the University of Toledo, who served as the Director of Service Learning from 1999 – 2005.  Deadline is March 2, 2012 More information. 

Charles J. Ping Student Service Award

Ohio Campus Compact Executive Director Dick Kinsley presents a Charles J. Ping Student Service Award to Lauren Sabo of Denison University in 2011.

The Charles J. Ping Student Service Award is open to all Ohio Campus Compact member institutions through State Farm Insurance’s generous financial support. The Charles J. Ping Award was designed to recognize and honor undergraduate students for their outstanding leadership and contributions to community service OR service-learning on their campus and within their community. This award can be granted annually to one undergraduate per Ohio Campus Compact member institution. Those nominated to be a Ping award winner for their campus will compete with other Ping nominees from across the state for a $500 mini-grant, to be given to the community partner of the Ping recipient. Nomination Deadline:  March 2, 2012.   More information & nomination guidelines. 

NATIONAL AWARDS

Thomas Ehrlich Civically Engaged Faculty Award

The Thomas Ehrlich Civically Engaged Faculty Award recognizes one senior faculty member each year. Honorees are recognized for exemplary engaged scholarship, including leadership in advancing students’ civic learning, conducting community-based research, fostering reciprocal community partnerships, building institutional commitments to service-learning and civic engagement, and other means of enhancing higher education’s contributions to the public good. The award is named in honor of Thomas Ehrlich, former chair of the Campus Compact board of directors and president emeritus of Indiana University. Nomination Deadline:  March 30, 2012.  More information & nomination guidelines.

Newman Civic Fellows Award

The Newman Civic Fellows Award honors inspiring college student leaders who have demonstrated an investment in finding solutions for challenges facing communities throughout the country.Through service, research, and advocacy, Newman Civic Fellows are making the most of their college experiences to better understand themselves, the root causes of social issues, and effective mechanisms for creating lasting change. These students represent the next generation of public problem solvers and civic leaders. They serve as national examples of the role that higher education can—and does—play in building a better world. Nomination Deadline:  February 21, 2012.  More information & nomination guidelines.

**Other national awards that can help shine a spotlight on your campus or community:

The Purpose Prize

The Purpose Prize^® is the nation’s only large-scale investment in people over 60 who are combining their passion and experience for social good. The Prize awards up to $100,000 each to five people in encore careers creating new ways to solve tough social problems. Nomination deadline:  March 22, 2012.  More information and nomination guidelines.

Do Something! Awards

Do Something! Awards honor nation’s best young world-changers, 25 and under. Do Something! Award nominees and winners represent the pivotal “do-ers” in their field, cause, or issue. In 2012 (up to) five finalists will appear on the Do Something Awards on Vh1 and be rewarded with a community grant, media coverage and continued support from DoSomething.org. The grand prize winner will receive $100,000 during the broadcast.  Application deadline:  March 1, 2012.  More information and application instructions.

Third Annual Sillerman Prize for Innovations in Philanthropy