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Developing a Legacy of Service through Sustainability Programs and Courses at Portland State University

Continuums of Service Conference, Portland, OR 04.25.2013
by

Angela Hamilton

on 25 April 2013

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Transcript of Developing a Legacy of Service through Sustainability Programs and Courses at Portland State University

Knowledge and Awareness
Building Relationships and Systems
Civic Engagement
Leadership
Life Purpose Developing a Legacy of Service through Sustainability Programs and Courses at Portland State University Program Overview Legacy of Service through Sustainability Questions? Thank you! Heather Spalding
Student Leadership & Outreach Coordinator
Sustainability Leadership Center
hspaldin@pdx.edu

Angela Hamilton
Education & Student Programs Coordinator
Institute for Sustainable Solutions
ahamilt@pdx.edu Continuums of Service Conference
April 25, 2013 "As people gain sustainability literacy skills, they become empowered to read society critically, discovering insights into the unsustainable trajectory that society is on and the social structures that underpin this trajectory. But more than this, they become empowered to engage with those social structures and contribute to the re-writing of self and society along more sustainable lines" (Stibbe, 2009, p.11). Sustainability Key Elements of Service-Learning Framed by Sustainability Sustainability Literacy Learning Objectives Session attendees will have:

A basic understanding of sustainability and sustainability education in higher education
Key elements for framing service-learning through sustainability
Ideas for sustainability service-learning on your own campuses
Resources for further exploration Student Affairs University Studies Institute for Sustainable Solutions Systemic, root cause approach
Place-based focus
Developing change agent leadership skills
Holistic approach to sustainability Activity Resources Service Learning Course Development Model 1. Define learning outcomes
2. Define personal scholarship outcomes (and students' personal outcomes)
3. Plan community collaboration.
4. Design the course.
5. Arrange logistics and create forms.
6. Reflect, analyze, deliver.
7. Perform assessment and evaluation. "Most effective service-learning programs are based on partnerships between academic and student affairs."

SL = Experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development.

* Reflection and reciprocity
(Jacoby 1999) University Studies FRINQ and Living Learning Communities Thematic Areas:
Global Leadership
Sustainability
Work of Art
Race and Social Justice

Partnership with Campus and Community
Learning Community Assistants
Reflection Capstone Program 1. Freshman inquiry Examples:
Native American Grantwriting
Exploring Issues of Homelessness
Immigration and the Work Force
Portland's Water
Urban Agriculture
and Food Systems
Art and Social
Change Connecting Student Affairs and Service Learning 2. Sophomore inquiry + clusters 3. Capstone Creative & Critical Thinking
Communication
Diversity
Ethics and Social Responsibility
Internationalization
Engagement
Sustainability Pathways to Green Careers Reflection and Assessment Prior learning Survey - examines base of knowledge Early-term Feedback - measure of classroom learning environment End of term - evaluates learning E-portfolios Case Study: Water Quality Monitoring Community Partner: Student Watershed Research Project

"Citizen Scientists"
Learning by doing
Gathering and using
scientific information
Multi-layered mentoring Opportunities Strengths of Student Affairs:
+ More flexible in response to student needs and leadership
+ Student development theory
+ Assessment standards
+ Knowledge and abilities:
Learning styles, group process, administration and logistics

Potential Challenges:
- Inadequate opportunities for structured reflection
- may lack academic credibility
- May not be seen as equally important learning environment Center for Community -Service Learning, California State University Sustainability Leadership Center Student Leaders for Service Alternative Spring Break
Earth Day of Service A hub for integrating, accelerating, and communicating high impact sustainability research, education, and practice at PSU and in the community. A leadership-service program that provides funding to teams of students who envision, design, implement, and assess holistic sustainability projects on campus and in the community Selection Criteria Leadership & Learning

Longevity - Legacy of Service & Institutionalization

Partners (Campus & Community)

Holistic Approach Funding Themes ISS Focal Research Areas:
Urban Sustainability
Ecosystem Services
Social Determinants of Health
Student Experience
Sustainable Campus Priorities
Featured Community Partner
Open Call for Solutions Framework Themes & Focus Projects
Levels & Funding
Teams & Roles
Project Deliverables
Sustainability Leadership Series
Assessment Where Service Learning is Embedded Info Sessions

Proposals

Weekly Reports

Sustainability Leadership Series

Assessment Informed by Theories and Practice of... Communities of Practice are...
- groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly (Wenger, 2006, p.1).

Action Reflection Learning is...
- working in small groups to solve problems, learning how to learn and think critically, building skills to meet the training needs that emerge during a project, developing a participant's own theory of management, leadership, or employee empowerment, a theory that is tested against real-world experiences as well as established tenets (Marsick et al., 1996, p.1-2).

Peer Leadership Educators are...
- students who have a role in the program in which they serve as a leader or educator for other students (Haber, 2011, p.70)

Educators as Architects of Living Systems are able to...
- design learning experiences that feel vibrant and has a palpable sensation of aliveness similar where the learners connect as an ecosystem with a life of its own creating something new and exciting in a way that could not have been foreseen nor created individually (Widhalm, 2011). - The concept of leadership has developed, progressed, and emerged over the past thirty years to be more relational, process-oriented, service-directed, and systems-focused (Haber, 2011, p.66).

- Sustainability leadership is the capacity to facilitate learning, collaboration, justice, and emergence while focusing on bringing forth holistic sustainability solutions for the challenges of the times. Sustainability Leadership Series 17 students
10 sessions, 2 quarters
Application process
Educational Leadership & Service Awards
Intern & Community Member
Spiral Curriculum & Session Agendas Haber, P. (2011). Peer education in student leadership programs:
Responding to cocurricular challenges. New Directions for Student Services, 2011(133), 65-76.
Jacoby, B. (1999). Partnerships for service learning. New Directions for
student services, 1999(87), 19-35.
Marsick, V. J. (1992). Action-Reflection Learning. Training and
Development, 46(8), 63-66.
Rubin, M. S. (2001). A Smart Start to ServiceLearning. New Directions
for Higher Education, 2001(114), 15-26.
Stibbe, A. (Ed.). (2009). The handbook of sustainability literacy: Skills
for a changing world. Dartington: Green Books.
Wenger, E. (2011). Communities of practice: A brief introduction. Portland State University Campus-Wide Learning Outcomes Program Goals Catalyze holistically sustainable, student-led projects
Provide students with experiential opportunities
Develop sustainability-literate change agent leaders
Embed sustainability across the curriculum and through the student experience
Establish collaborative partnerships
Contribute to and assess the impact of student projects Capstone Questionnaire Learning Outcomes and Assessment Initial LOs brainstormed from within our program
Council for the Advancement of Standards (CAS): Student Leadership competencies
CWLOs
Sustainability Education theory

Assessing:
SLC learning outcomes
Personal learning goals Sustainability Volunteer Program Reflection Process Integrated into applications and meeting design
Collaborative facilitation
Student staff involved in all aspects of assessment and reflection
Types of reflection
Journals
Art
Discussion, dinners
Presentations
Online surveys
Future: Letter to self,
video (Rubin, 2003) 20-25 participants per term
2-4 hours per week
Task Forces led by student staff
Cultural Sustainability
Gardens
Food Systems
Communications
Waste Reduction Field Trips Partnerships with community organizations and campus partners
Designed based on student vote and learning outcomes
Reflection element:
Evaluations
Discussion
Final reflections for
program Core Program Elements Examples Sustainability Volunteer Program
EcoReps
Student Sustainability Leadership Council
Core staff and
interns
Field Trips, meet-ups,
celebrations and
service projects Learning Outcome Themes What is Sustainability and Sustainability Literacy?

Sustainability Service-Learning Initiatives at PSU

Key Elements of Sustainability Framework

Activity

Resources Project Examples Knowledge and Awareness
Building Relationships and Systems
Civic Engagement
Leadership
Life Purpose My place is...
My role is...
My gift is... Systemic, root-cause approach
Place-based
Change-agent leadership
Holistic approach to sustainability
How can you integrate sustainability framing into your service-learning activities?
Full transcript