March 6-8, 2019
University of San Diego

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Thursday, March 7

10:00am PST

Her Place in the World: Educational Opportunity for Incarcerated Young People
Prison dehumanizes, not as a side effect but as a central function. A child who is forcibly removed from home and society and placed inside a cage receives a powerful message about herself and her place in the world.
(Nell Bernstein, Burning Down the House: The End of Juvenile Prison, p.33)

On any given day in this country, 60,000 people under the age of 18 are incarcerated in detention, jails and prisons. By locking kids away, we are taking away their identity, their freedom, and minimizing their existence.  What could it look like if we did things differently? What if we could send a different and more hopeful message to young people who are locked up? What, if anything, is the role of colleges and universities, especially public institutions, to those in local juvenile detention centers, jails and prisons? In keeping with the conference theme, this session will examine how we can reach beyond barriers, and in this case, physical barriers of steel doors and razor wire, to think more inclusively about our work.

avatar for Deborah Smith Arthur

Deborah Smith Arthur

2019 Engaged Scholar Award Recipient, Portland State University
Deborah Smith Arthur, JD., is a vigorous and steadfast advocate for youth justice and for promoting educational access for people who are incarcerated and formerly incarcerated. Her teaching at Portland State University over the past 15 years has revolved around community based learning... Read More →

Thursday March 7, 2019 10:00am - 11:10am PST

10:00am PST

Using the SLQAT, A Research-Based Tool for Supporting and Determining the Quality of Service-Learning Courses
Through guided use of the tool, this interactive workshop will introduce attendees to the rationale, development, and potential uses of the Service-Learning Quality Assessment Tool (SLQAT), developed by researchers from the University of Georgia and the University of Minnesota. Research has identified many best practices for developing and teaching service-learning courses. However, our field has lacked a consistent, standardized tool for assessing whether a given course incorporates the essential elements; the SLQAT was developed in response to this need. The SLQAT has 28 "Essential Elements" which are important for quality student learning outcomes in academic service-learning courses from any discipline, and can be used for research purposes as well as for faculty development and course construction. After an overview of the process, decisions, and development of the SLQAT, the session engages participants in reviewing and using the tool, and in how to reliability rate key elements. Workshop participants will use the SLQAT with a sample course, and will be invited to provide feedback on the protocols, instrument, and potential uses on their campus, including participation in the next stage of piloting.


Andrew Furco

Associate Vice President/Professor, University of Minnesota
1. Senior leadership and administrative issues regarding the advancement of community and civic engagement in higher education. 2. The latest research findings on the impacts of community engagement on students, faculty, institutions, and communities.
avatar for Laurel Hirt

Laurel Hirt

Director, Center for Community-Engaged Learning, University of Minnesota, Twin Cities
avatar for Isabel Lopez

Isabel Lopez

na, University of Minnesota
I'm a doctoral candidate in the Educational Psychology program at the University of Minnesota. My areas of study include community-engagement, and achievement motivation in higher education.
avatar for Paul Matthews

Paul Matthews

Associate Director, Office of Service-Learning, University of Georgia

Thursday March 7, 2019 10:00am - 11:10am PST

11:30am PST

Engaged Graduate Education in the Research University
This session will describe findings from an interdisciplinary learning community that convened in the Spring of 2018 to explore graduate-level service-learning and community engagement (SLCE) at a large research university. Members of the “Engaged Graduate Education” Learning Community (“EGE”), comprised of thirteen graduate students and three service-learning program administrators (“members”), met monthly and completed independent research projects on the state of SLCE in their departments and/or fields. Throughout the semester-long EGE, we utilized a mixed-methods “values-engaged assessment” framework (Bandy et. al., 2016) to analyze discussion notes, member assignments, and final projects, and to identify the dominant norms and values that might encourage or deter graduate students from participating in SLCE. Though values vary in important ways by degree program, we found that, for the most part, these norms limit graduate SLCE in pervasive and substantive ways. In this session, we will discuss our findings and propose both strategic and tactical (Hubrig, McWain, Meade & Shah, 2017) approaches for supporting graduate SLCE in research universities similar to our own with the goal of shifting dominant perceptions of graduate education and creating large-scale change. Such strategies for change include identifying allies, building communication channels, and making use of existing institutional structures.

avatar for Samantha Bernstein-Sierra

Samantha Bernstein-Sierra

Assist. Dir. of Research and Academic Affairs, USC Joint Educational Project
avatar for Susan C. Harris

Susan C. Harris

Executive Director, USC Joint Educational Project

Thursday March 7, 2019 11:30am - 12:40pm PST

2:30pm PST

Leveraging Learning and Leadership through Student Engagement Scholars: Transformations of the Self in Community
Outcomes from college students (n=151) at 30 colleges who participated in a semester-long California Campus Compact Community Engagement Student Fellowship indicate as a result of the experience enriched academic and professional competencies including expanded knowledge, empathetic understanding, psycho-motor abilities, and leadership skills. Fellowship students described their experiences as “capacity-building”, “educationally-empowering”, and “career-solidifying”. In turn, these facets of inspiration and purpose coalesced into students’ increased sense of community agency and efficacy—having the skills and motivation to continue to transform themselves and others. Moreover, students articulated that what differentiated this community engagement from other forms of experiential and collaborative learning is that the Fellowship held them accountable for advancing social responsibility. In other words,the impact of a Scholars program is that the power of knowledge is realized when publicly enacted. The purpose is to present an overview of the CESF Fellows that can be easily replicated on any campus. The objectives are to highlight this Low-investment and Low-infrastructure strategy by detailed sharing of best practices including opportunities for brainstorming next steps for those who want to implement a similar program. The panel presentation is a partnership of the program director, campus director, Fellowship student, and assessment consultant.


Christine Cress

Professor, PACE Program, Graduate School of Education, Portland State University
avatar for Piper McGinley

Piper McGinley

Associate Director, California Campus Compact
avatar for Lezlee Matthews

Lezlee Matthews

Director Community-Based Learning, Loyola Marymount University
Community-Based Learning

Uma Nicole

M.A. Bioethics Candidate, Class of 2019, Loyola Marymount University

Thursday March 7, 2019 2:30pm - 3:40pm PST
Friday, March 8

9:30am PST

What About Alumni?
Despite ample evidence that service-learning enables students to understand the power of their voices and actions, many educators remain dubious about the benefits and utility of this pedagogical approach. Thus, there is a need demonstrate the long term effects of service-learning. Through an exploratory qualitative study, the Center for Community Learning & Leadership at San Jose State University endeavored to elucidate the perceptions of alumni who participated in service-learning as students to examine whether their experiences influenced their career pathways and to understand the mechanisms of this influence. During summer 2018, snowball sampling was used to identify service-learning alumni who currently work at local agencies contributing to the public good. The alumni were individually interviewed by our California Campus Compact Community Engagement Student Fellow. The interview transcriptions provided a rich set of data to identify common themes in alumni experiences. Initial results suggest that service-learning improved alumni skills in the areas of: public speaking; time management; communication; leadership; decision-making; organization; and teaching. The results also indicate that service-learning provided an opportunity for alumni to gain insight into their strengths and use their insights to identify and obtain jobs focused on equity and civic engagement.


Elena Klaw

Faculty Director, San José State University Center for Community Learning & Leadership

Marizela Maciel

CACC Community Engagement Student Fellow, San José State University Center for Community Learning & Leadership

Andrea Tully

Community Engagement & Project Coordinator, San José State University Center for Community Learning & Leadership

Brianna Young

Research Assistant, San José State University Center for Community Learning & Leadership

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