March 6-8, 2019
University of San Diego

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Wednesday, March 6

3:45pm PST

Coming Together as a Community to Nurture Students in STEAM
Preparing historically disadvantaged minority students for professions in Science, Technology, Engineering, and Mathematics, enriched through the Arts (STEAM), is a community effort. Unfortunately, too many students do not believe that they are capable in STEM, or lack important resources and information about requirements and pathways leading to STEAM degrees and careers. As an Anchor Institution, USD is poised to address these issues. This presentation highlights two tandem efforts designed to invite, support, and engage the community to support this student population: 1) The STEAM Summer Academy provides quality educational programming for middle and high school students throughout San Diego’s diverse urban communities, with a focus on students from low-income areas. During the week-long experience, students are challenged to consider how developing their STEAM skills can help them address society’s most pressing issues, including poverty and unequal access to education. 2) The STEAM Youth and Community Conference is a free, one-day event that engages students and their families, the university community, STEAM professionals from minority communities, local educators, and community leaders. This workshop begins with an overview of the two programs, followed by several hands-on STEAM activities. The session ends with a conversation where participants share their questions and feedback.


Odesma Dalrymple

Associate Professor, Industrial Engineering Department, Shiley-Marcos School of Engineering, University of San Diego
avatar for Perla Myers

Perla Myers

Professor, University of San Diego

Joi Spencer

Associate Professor, University of San Diego

Wednesday March 6, 2019 3:45pm - 4:55pm PST

3:45pm PST

Critically Exploring Assessment: Tensions in Developing Inclusive Assessment Practices
Assessment is seen as critical in higher ed and in community engagement/service-learning, but little research explores how to incorporate a social justice framework into assessment practices. Given the diversity of our students and their experiences, how can we honor the many ways they learn and convey knowledge? How do we incorporate community partner voice into our assessment practices? In this Community Conversation, we hope to explore the tensions we experience in assessing in an inclusive manner. Presenters will share tools and resources and guide the group discussion. The purpose of this session is to explore assessment from a critical lens and to share ideas and resources. The objectives are for participants to examine their assessment practices and work together to share resources that could guide us toward inclusive assessment. The partners represented in the session are from UC Berkeley’s Public Service Center and Stanford University’s Haas Center for Public Service. This session builds from questions generated by two of the presenters when attending a Civic Center Convening at Cornell, participating in the Group on Evaluation, Assessment & Research. We hope the impact is we develop a network of people exploring this topic and sharing resources.

avatar for Andrea Wise

Andrea Wise

Associate Director, Public Service Center, Public Service Center, UC Berkeley

Joann (Jo) Wong

Program & Organizational Effectiveness Director, Haas Center for Public Service, Stanford University

Wednesday March 6, 2019 3:45pm - 4:55pm PST
KIPJ 218
Friday, March 8

9:30am PST

Building Community: 50 years of Service-Learning Together
Combining pedagogy and civic engagement did not arise from a single theorist but rather from the experiences of diverse educators, philanthropists, and activists. It developed when young people actively supported equal rights and opposed a war on foreign soil. It blossomed without a governing body or any public legislation. “Service-learning” advocates first convened in Atlanta in 1969, 50 years ago and 20 years prior to the formation of Campus Compact. In those early days most service-learning efforts were undertaken in spite of the will of university faculty and administrators rather than with their support. Service-learning professionals battled to win the hearts, minds and budgets of highly traditional, resistant institutions. Key to success was the strong, nurturing, critical community that came together through the National Society for Internships and Experiential Education (NSIEE), which enabled members to lean on one another for ideas, challenges and inspiration. This networked community enabled the work to become accepted as critical to higher education and civic engagement. This session builds upon and promotes this community by enabling participants to engage in one-on-one interviews that bring together the field’s pioneers, its new voices, and community partnes to explore/share motivations, convictions and questions about their goals and practice.


Tammara Anderson

Associate Dean of Experiental and Applied Learning, USC Dornslife College of Letters, Arts and Sciences
avatar for Dick Cone

Dick Cone

Retired director JEP/USC, USC Joint Educational Project
I have been engaged in servcice-learning since 1976 and have witneswsed the growth of the movement warts and all. I am interested in the reflection policy and attending to our on-going weaknesses.
avatar for Marisol Morales

Marisol Morales

Vice President for Network Leadership, Campus Compact
Marisol Morales serves as the Vice President for Network Leadership for Campus Compact. In this role Morales provides guidance, inspiration, and practical support to network staff across the country, helping state and regional directors achieve local goals while advancing shared network... Read More →

Tim Stanton

Senior Engaged Scholar, Ravensong Associates, and Director Emeritus of Stanford’s Overseas Studies Program in Cape Town

Friday March 8, 2019 9:30am - 10:40am PST

9:30am PST

Self-Care & Reflective Practices: Do We Really? Can We Really?
According to the National College Health Assessment, 40.2% of students suffer from depression on a nationwide basis. Additionally, 1 in 12 students has a suicide plan. A 2016 Nonprofit Employment Practices Survey reported that turnover rates in nonprofit staffing continue to grow. A study from Columbia, Harvard, and Georgetown found that “the busier a person appeared, the more important they were deemed,” lending to the “Cult of Busyness” that seems to have erupted in our culture. Each of these statistics and findings are indicative of the day to day that staff members, educators, community partners, and students face. They are overworked, overcommitted, exhausted, depressed, stressed, etc. In our session, we hope to discuss the role that institutions of higher education play in creating this culture (examples: exceedingly high expectations students need to meet to gain college acceptance, asking staff/faculty to do more with less) and what role they can play in shifting our culture to support a more holistic picture of success and wealth. Furthermore, we hope to crowdsource real ways to engage in intentional self-care and reflective practices and advocate for such opportunities to administrators and other power brokers.


Taylan Bennett-Parker

Special Projects Coordinator, California State University, Fresno
avatar for Mellissa Jessen-Hiser

Mellissa Jessen-Hiser

Assistant Director, Richter Center for Community Engagement and Service-Learning at Fresno State

Friday March 8, 2019 9:30am - 10:40am PST

11:00am PST

You Are Not Alone! Best Practices for Engaging University Students in Effective Experiential Learning Experiences as Reading and Math Tutors in K – 6 Schools through Service-Learning Programs and the America Reads/Counts Initiative
The purpose of this session is to gather those who are mobilizing university students as reading and math tutors in K – 6 schools surrounding their colleges/universities, or who are in the beginning stages of developing such programs. The main objectives of this session are to introduce a shared on-line platform created collaboratively last year by over 20 California campuses doing this kind of work as a means to share resources and gather new ideas. We also invite campuses across the region into the network to provide support and camaraderie for all who provide these meaningful experiential learning opportunities to university students who serve surrounding campus communities. The partners for these programs include higher education institutions and their civically-minded students who gain meaningful work experiences while addressing a social need. In addition to student impact, our community partners – the K-6 schools and students served – are greatly impacted. The impact for school partners is individualized academic support for K-6 learners. The impact for university students is in an opportunity to learn and grow through service they provide K-6 children in need. Impact for session participants is entry into a supportive network with resources to draw from and add to.

avatar for Dick Cone

Dick Cone

Retired director JEP/USC, USC Joint Educational Project
I have been engaged in servcice-learning since 1976 and have witneswsed the growth of the movement warts and all. I am interested in the reflection policy and attending to our on-going weaknesses.
avatar for Chris Fiorentino

Chris Fiorentino

Director. Jan and Bud Richter Center for Community Engagement and Service-Learning, California State University, Fresno

Tina Koneazny

JEP ReadersPlus Graduate Assistant, University of Southern California

Allina Mojarro

Community Education Outreach Coordinator, UC Santa Barbara
avatar for Renee Scott

Renee Scott

Director Early Education Programs, Stanford University
Renee has been an educator for 20 years, having served as an elementary school teacher, a professional development teacher-leader, and a teacher-candidate educator/supervisor. As a graduate student, she studied the role of vision in new teacher development and word-reading instruction... Read More →

Friday March 8, 2019 11:00am - 12:10pm PST