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2015-16 Community Engagement Report

For more information, please contact Laurie Marks at lmarks@uwm.edu

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Preface

The Center for Community-Based Learning, Leadership, and Research (CCBLLR) staff hopes readers will find the information in this report useful. It is largely based on the questions we are asked about community engagement by faculty, staff, administrators, students, and our community partners. If you do not find information you need in this report, please do not hesitate to contact Laurie Marks at lmarks@uwm.edu.

Before the data and statistics that follow, three quotes from UWM students…

“This service-learning experience overall was so beneficial, especially since I was worried that I would not find a niche in this major. After finding an agency I really enjoy, I feel more confident that I will find my niche and there are a lot of great opportunities in Wisconsin for a CES major. What I am trying to say, is that transferring to UWM has welcomed me to so many new opportunities, and this service learning made UWM stand out for me. I really appreciate this experience.”

-- Spring 2016 UWM service learning student taking CES 210 articulating the impact of service learning on career discernment and development.

“I really feel that my service-learning helped me develop as a person and I became more aware of things that are happening outside of my own life and I think that’s really important.”

-- Spring 2016 UWM service learning student taking Multicultural America 150 articulating her own awareness as it relates to her future community leadership identity development.

“I believe I have become more in depth about using my actions and emotions rather than just signing what I want to say.”

-- Fall 2015 UWM service learning student taking American Sign Language V articulating the level of deep learning as a result of the community experience.

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Table of Contents

Introduction 4

Overview of Community Engagement Hours

Academic Service Learning Stats and Impact on Student Retention

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6-7

Community Leader Internship Program 8

Intergenerational Community Engagement 9

Alternative Spring Break and Other Episodic Events 10

Partnerships with Milwaukee Public Schools and other Youth Programs 11

Community Partnership Survey Data and Impact 12-13

Student Experience Survey Data 14-15

Measuring Student Learning and the Shared Learning Goals

Other CCBLLR Program Descriptions

16-24

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Recommendations to Further our Culture of Engagement 26

Appendix A - Service Hours – Detailed Breakdown 27

Appendix B - Service-Learning Course List - Detailed 28

Appendix C - Community Partner Lists with Academic Department or Program 29-33

Prologue - Changes Made Based on Data Collection 34-35

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Introduction: The Center for Community-Based Learning, Leadership, and Research (CCBLLR) partners with the community to inspire students, faculty, and staff to engage in activities that foster enduring personal and social change. The CCBLLR collects quantitative and qualitative data that informs our practice related to community-based learning, community-based research, and community leadership education. This document is updated annually and provides data related to this work, as well as the broader community engagement efforts at UWM. The overall purposes of the data collection include:

• Track growth / declines related to civic engagement and community leadership education at UWM. • Provide useful information for CCBLLR that helps improve service, and provides support for funding

applications and marketing / outreach materials. • Provide useful information for other UWM campus departments for reporting related to funding

applications, strategic planning, Carnegie Classification / Honor Roll applications, A2S, and accreditation.

• Improve campus / community partnerships, student learning, retention, and new forms of public engagement.

• Provide information to community partners as requested to support their work that includes UWM. • Highlight the breadth and depth of engagement in the media and to other external sources.

Common Questions Related to Community Engagement: 1. Community Engagement by the Numbers. What descriptive statistics showcase UWM’s civic

engagement? 2. Institutionalization of Engagement. Is community engagement institutionalized at UWM when

measured by national benchmarking tools? Where do we meet / exceed standards and where do we fall short?

3. Impact on A2S. What impact does CBL and CBR have on student retention at UWM? 4. Impact on Community. What is UWM’s impact in the Milwaukee community related to community

engagement efforts through CBL and CBR? 5. Essential Learning Outcomes. What are the essential learning outcomes of CCBLLR programs,

how do we measure them, and are students learning? 6. School and College Specific Initiatives. What are some of the key happenings and partnerships

in each school and college that demonstrate meaningful work in civic engagement?

We track community engagement data related to number of students, number of hours, number of courses, and number of faculty engaged in CBL and CBR, and we do a series of surveys related to events, service-learning, community partner satisfaction and impact, and student learning and satisfaction. We will also engage in qualitative data collection with community partners every 3-5 years through focus groups that examine the “health” of the community partner relationships. Finally, we also examine student learning along the UWM campus-wide shared learning goals, using established instruments designed to be direct measures.

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Student Hours in the Community through CCBLLR Programs

n Hours by Service Type and Total (Appendix A provides details)

n The dollar value of an hour of service, as indicated by Bureau of Labor Statistics in 2015 was

$23.56, making the value of UWM student service to the community valued at $1,389,757.20.

-2,0004,0006,0008,00010,00012,00014,00016,00018,00020,00022,00024,00026,00028,00030,00032,00034,00036,00038,00040,00042,00044,00046,00048,00050,00052,00054,00056,00058,00060,00062,00064,000

Service-Learning

CLIP

OlderAdultPrograms

CollegeBigsYouthMentors

EpisodicService

AARPTaxClinic

Povertyservice

Total

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Academic Service Learning Information Service-learning is a credit-bearing, educational experience in which students participate in an organized service activity that meets identified community needs. Students also reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility. n UWM departments which have courses with a service-learning component tracked through

PAWS in Fall 2015 or Spring 2016. There were 29 departments, including:

Anthropology (L&S) Architecture (SARUP) Art (PSOA) BioMedical Science (CHS) Business Administration (School of Business) Communication Science Disorders (CHS) Communications (L&S) Conservation and Environmental Sciences (L&S) Criminal Justice (School of Social Welfare) Curriculum and Instruction (SOE) Dance (PSOA) Educational Policy & Community Studies (SOE) Exceptional Education (SOE) English (L&S)

Film (PSOA) Geography (L&S) Healthcare Administration (CHS) History (L&S) Information Science (SOIS) Kinesiology (CHS) Occupational Therapy (CHS) Political Science (L&S) Public Administration (L&S) Social Work (School of Social Welfare) Spanish (L&S) Theatre (PSOA) Therapeutic Recreation (CHS) Urban Studies (L&S) Women’s and Gender Studies (L&S)

n Number of classes with a service-learning component offered per semester and per year. In the 2015-16 academic year there were 119 (See Appendix B for a breakdown)

21

26

20 21 21

33

41 39

51

60 59

S 2 0 1 1 F2 0 1 1 S2 0 1 2 F2 0 1 2 S2 0 1 3 F2 0 1 3 S2 0 1 4 F2 0 1 4 S2 0 1 5 F2 0 1 5 S2 0 1 6

NumberofCoursesatUWMwithaService-learningComponent bySemester

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n Number of service-learning hours done in 2015-16 by UWM students in the community Approximately 36,000 hours each year (See Appendix B for a per course breakdown)

n Number of students enrolled in a service learning class in 2015-16 3,494 students in a course with a service learning component.

Student Retention and Service Learning

For students from the Fall 2014 new freshman class:

i) Retention rate of those taking a course with a service learning component is 76.3% compared to 70.6% for those not taking a service learning course.

ii) First generation students from the Fall 2014 freshman class who took a course with a service learning component had a retention rate of 78.13% compared to 63.52% for those not taking a service learning course.

iii) Students from underrepresented populations from the Fall 2014 freshman class who took a course

with a service learning component had a retention rate of 72.41% compared to 61.5% for those not taking a service learning course.

1493 1354

27013090

3494

0500

1,0001,5002,0002,5003,0003,5004,000

NumberofStudentsEnrolledinaCoursewithaService-LearningComponentatUWMbyYear

76.3 78.13 72.4170.6 63.52 61.5

0

50

100

All 1stGen Underrepresented

RetentionRatePercentagesofFreshmanServiceLearners(SL)vsNon-ServiceLearners(non-SLers)forFall2014Cohort

Slers Non-Slers

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2016 Community Leader Internship Program

CLIP places UWM students in local non-profit agencies and Milwaukee Public Schools, to provide internship like experiences within the non-profit sector that last one year or longer. CLIP students are expected to work 5-10 hours per week and participate in professional and personal reflection and development. Number of CLIP students and hours are completed by UWM students in 2015-16

o Number of Students = 54 o Number of hours =8,971 o Dollars = $83,667 through the CCBLLR o Percentage of FWS used in community through CCBLLR programs = 6% (not yet confirmed)

What are the CLIP Sites?

Youth Neighborhood Assoc Intergenerational Environmental Other St. Anthony’s School Journey House St. John’s on the Lake Milwaukee Envir. Consortium Pabst Mansion (Museum) 53rd Street School Hope House Jewish Home & Care Urban Ecology Center Hillel Clark St. School (IHAD) Milwaukee Urban Gardens CEO (Job readiness) Maple Tree School Community High School Hartford Ave School Maryland Ave School Pierce Elementary (BGC) Cass Street School (BGC) La Escuela Fratney OW Holmes School Engelburg School

Dollars related to FWS based in the community at UWM

Total FWS

Compensation at UWM

America Reads Compensation * Percentage of Total

Total Off Campus Community Service FWS Compensation non-AR

Percent of Total

2015-16

Not yet available, however 2015-16 data will be added in October 2016

2014-15 $1,137,290.00 $96,226.00 8.46% $6,721.00 0.59%

2013-14 $1,318,100.00 $160,698.00 12.20% $2,461.00 0.19%

2012-13 $1,074,435.00 $106,722.00 9.93% $5,273.00 0.49%

2011-12 $1,094,392.00 $91,020.00 8.32% $2,001.00 0.18%

2010-11 $1,511,957.00 $107,741.00 7.13% $11,873.00 0.79%

2009-10 $1,575,005.00 $79,809.00 5.07% $1,788.00 0.11%

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Student Engagement in Intergenerational Service

UWM has grown its programming that connects college students to Milwaukee’s older adult population. Current programs include a partnership with Interfaith Older Adult Programs, Timeslips, Student Artist in Residences (Timeslips and SAIRs are founded and supported by Dr. Anne Basting’s Creative Trust initiative and organization), and various older adult care and living facilities throughout the city.

o Episodic events connecting students to older adults. A partnership with Interfaith Older Adult Programs has provided the UWM community the chance to assist older homeowners through Make-A-Difference Day(s). Twice per year there are day long events where members of the UWM community do seasonal preparation at homes throughout the city. In the fall we winterize 100 homes with 400-500 volunteers, in the spring, we prepare 75 homes with 200-250 volunteers. We also do an annual holiday party with Interfaith at the Clinton Rose Senior Center for as many as 100 older adults throughout Milwaukee.

o Student Artist in Residence Program(SAIRS). The SAIR program places student artists at elder service and care facilities throughout the city and offers them a stipend to lead workshops and art related events that engage older adults in the creation of art. At two SAIR sites in the 2015-16 school year SAIRs lived in the facilities alongside the older adult residents.

o Timeslips. Timeslips is a volunteer and service-learning program for students to work closely with older adults with dementia. Students engage in the Timeslips online training, and then are assigned, in pairs, to a particular older adult facility. On a weekly basis the students engage a group of older adults in a creative storytelling process where they can be creative, laugh, interact with others, and make-up a story based on a picture that is presented to a group.

Older adult hours: SAIRs = 5 hours a week x 40 weeks x 8 SAIRS= 1,600 hours SAIRs = 5 hours a month x 8 months x 3 apprentices = 120 hours Timeslips = 31 students x 20 weeks x 1.5 hour each week = 930 hours Total = 2,650*

* Other hours through various service-assignments, volunteer programs, and episodic events (Make-A-Difference Day and the Interfaith Holiday Party) are not included here because they are included in the episodic event totals.

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Alternative Spring Break and other Episodic Events

Various episodic events (Make a Difference Day, MLK Day of Service, Interfaith Holiday Party, Global Youth Service Day, Alternative Spring Break) are held throughout the year where students do a variety of service projects related to hunger and homelessness, older adult issues, the environment, youth development, and more. These short-term events (lasting anywhere from a day to a week) provide students with an easy opportunity to explore service without making a long-term commitment.

Alternative Spring Break engages students in service at various non-profit agencies while enhancing their leadership skills. Each year UWM travels to Asheville, North Carolina, where UWM students engage in service while learning about the Appalachian region. In 2016 36 ASB participants travelled across the country to spend their week learning how to support communities in new and diverse settings. Dedicating their spring break week and enthusiasm to local food banks, river clean up and revitalization efforts, veteran support organizations, donation centers, shelters for women and children, and more, these students gain key civic awareness while serving as leaders and representatives of the UWM community. In addition to learning to collaborate, respecting difference, leadership skills, and enhance their civic identity, ASB participants get the chance to form lasting bonds with fellow UWM peers. In the course of the week, these students serve approximately 1,440 hours.

Additionally, UWM hosts 20 episodic events in the Milwaukee community. Partners included MPS, Interfaith, the Gathering, Friedens Food Pantry, a playground build, Kilbourn Gardens, City Year, Habitat for Humanity, and the US Postal Service’s Stamp Out Hunger food collection. (See appendix A for the 4 largest ones). Through these episodic events students did 4,592 co-curricular service hours in 2016.

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Partnerships with Milwaukee Public Schools

The CCBLLR maintains partnerships with Milwaukee Public Schools primarily through three programs: CLIP Tutors (paid community-based work-study program), service-learning, and through the College Bigs and Youth Mentors sites.

35 CLIP Tutors at the following MPS schools: • 53rd Street School • Cass Street School (through the Boys & Girls Club) • Clark Street School • Community High School • Engleburg Elementary School • Franklin Pierce Elementary School (through the Boys & Girls Club) • Hartford Ave University School • La Escuela Fratney School • Maple Tree School • Maryland Ave Montessori School • OW Holmes School

325 Service Learners at the following MPS schools:

• Brown Street Academy • Community High School • Congress Elementary • Escuela Vieau Elementary • Hartford Ave School • Howard Ave Montessori School • Kathryn T. Daniels Prep School • Milwaukee Community Cyber High School • Milwaukee Sign Language School • MPS Central Office • New School for Community Service • North Division High School • OW Holmes School • Riverside University High School • South Division High School • US Grant School

174 Mentors through CBYM at the following MPS schools:

• Cass Street School • Escuela Vieau Elementary • Hartford Ave School • Keefe Ave School • Maryland Ave Montessori School

Other Programs with Milwaukee Youth

UWM students are matched with local youth through the CBYM Program, CLIP Tutors, Burmese Immersion Project, or through the Brown Street Academy / Rotary Club of Milwaukee Reading Program? CBYM is 216 + CLIP is 35 + Brown Street is 80 + BIP is 12 = Approximately 343 UWM students.

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Number of Non-Profit and Governmental Agency Partners

In 2015 the number of reported community partners was 178.

In 2013 we reported to the UW System that we partnered with 230 agencies to engage students in community-based learning programs as service learners, volunteers, community-based work-study jobs, or leadership program internships. In 2014 this number was intentionally reduced to 175 agencies with the intention of having greater depth in the existing partnerships. While there was a decrease in the number of agencies, there was an increase in the number of student hours. A list of community partners for the year, along with which campus department(s) the agencies connected through is available in Appendix C.

Community Partner Voice: Highlights from agency survey responses

n 84% of community partners surveyed say that the UWM service learners’ work is above average.

n Responses from “How have UWM students increased the capacity of their organization?”: − “Many of the students exceeded the required hours that they needed to complete because they truly

enjoyed the experience. The staff and students truly appreciate their dedication and willingness to help our student succeed.”

− “UWM students enabled us to provide direct service programs we would not have otherwise provided.”

− “UWM students have drastically improved the amount of adults in the building who can serve as positive role models that are academic-minded. They have done everything from improving socio-emotional skills in students to tutoring and encouraging students to get on-task and engaged in the content.”

− “They have helped us spread the word about our mission, physically plant trees and build gardens,

increase our ability to farm land at our urban farm, and provide more people power as needed.”

− “Tutoring, socio-emotional support, advising about college and post-secondary life, empowering reluctant learners, engaging high school students in academic conversations.”

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n 100% of community partners said they will, or probably will, continue to work with UWM service learners.

n 37.5% of community partners said they hired a UWM service learner as a paid employee sometime in the last two years.

n 38% of community partners reported seeing UWM students wearing their UWM service learning t-shirt or other UWM apparel around their facility while completing their service learning projects or hours.

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Student Voice: Highlights from student survey responses

n 64% of service learners state they will continue at their placement as a volunteer after the semester is over.

n This Wordle displays the most common responses students offered when asked what two skills did gain as a result of your service-learning experience.

n Responses from a few students when surveyed, “As a result of service-learning, how have your assumptions about Milwaukee and its diverse populations changed?”

− “My assumptions about Milwaukee and its diverse populations changed significantly throughout my

experience completing my service learning. I look at Milwaukee now with a new point of view and a new found respect for its diverse population.”

− “Before I served with Project Excel I knew that the hyper-segregation in Milwaukee was bad, but I never saw it first hand and its implication to the youth. After this semester I have seen it first hand and realize there’s so much work MKE needs to do for its youth.”

− “I am more aware and willing to take action to improve the current state of Milwaukee.”

− “I feel a lot more accepting to new concepts, and unique individuals. I met a diverse set of people with

all different unique abilities and it provided me with such a great experience. I feel a lot more open and ready to help out others in all different ways.”

− “I gained a lot of knowledge and first hand experiences about diversity that I have talked about the in

the class room or read about. Experiencing everything and being put in the middle of situations is really eye opening.”

− “I have learned more about Milwaukee's elderly population and their positive energy.”

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n Over 55% of students believe that the service learning component of their course gave them a

better understanding of course content.

n Over 77% of students believe that service learning was a meaningful educational experience.

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Measuring Student Learning and the Essential Learning Outcomes

Based on the UWM Shared Learning Goals, the CCBLLR builds programs that will lead to student learning and then does direct assessment. Below are these campus-wide Shared Learning Goals.

• Knowledge of Human Cultures and the Natural World including breadth of knowledge and the ability to think beyond one’s discipline, major, or area of concentration. This knowledge can be gained through the study of the arts, humanities, languages, sciences, and social sciences.

• Critical and Creative Thinking Skills including inquiry, problem solving and higher order qualitative and quantitative reasoning.

• Effective Communication Skills including listening, speaking, reading, writing, and information literacy.

• Intercultural Knowledge and Competence including the ability to interact and work with people from

diverse backgrounds and cultures; to lead or contribute support to those who lead; and to empathize with and understand those who are different than they are.

• Individual, Social and Environmental Responsibility including civic knowledge and engagement (both

local and global), ethical reasoning, and action.

Each of these learning goals is adapted from the AAC&U LEAP Initiative. Below is an explanation of how we do direct assessment of student learning on these broad learning goals. Method Used for Direct Measurement of Student Learning in Community Engagement: Besides efforts to collect participation data, gauge student and community partner satisfaction, and understand how service learning impacts student retention, we also measure student learning in many of our programs. A series of learning outcomes, instruments to assess student learning, and rubric to measure growth or competency in program learning goals have been developed. Here are some key components to understanding how CCBLLR assesses student learning:

1) Above are the five UWM Shared Learning Goals that provided broad guidance for formulating CCBLLR program specific learning goals. These five Shared Learning Goals above are derived from the AAC&U LEAP Initiative, which offers a set of rubrics to help consider the particular skills / understanding of concepts related to these broad goals. Within each rubric is a set of competencies and a scale that describes benchmark to capstone level understanding / skill.

2) Based on these five Shared Learning Goals a single rubric was developed from components of the AAC&U rubric series. This rubric is used as a measuring / grading tool for CCBLLR program specific learning outcomes and the tools the department uses to assess students (ie, pre / post-tests or reflection writings).

3) For certain CCBLLR programs where student learning is critical to the program success, program specific learning goals are established, as well as the tool used to assess student learning.

4) Regardless of the program specific learning outcome, or the tool used to assess student learning, the same rubric is used as a measuring instrument.

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CCBLLR Rubric -- a measuring / grading tool for all CCBLLR programs and some ASL courses

Capstone Milestones Benchmark

4 3 2 1 Intercultural Knowledge Intercultural Knowledge and Competence VALUE Rubric (Learning Goal – Intercultural knowledge and competence)

Articulates insights into own cultural rules and biases (e.g. seeking complexity; aware of how her/his experiences have shaped these rules, and how to recognize and respond to cultural biases, resulting in a shift in self-description.)

Recognizes new perspectives about own cultural rules and biases (e.g. not looking for sameness; comfortable with the complexities that new perspectives offer).

Identifies own cultural rules and biases (e.g. with a strong preference for those rules shared with own cultural group and seeks the same in others).

Shows minimal awareness of own cultural rules and biases (even those shared with own cultural group(s)) (e.g. uncomfortable identifying possible cultural differences with others).

Transfer Integrative Learning VALUE Rubric (Learning Goal – Critical Thinking)

Adapts and applies, independently, skills, abilities, theories, or methodologies gained in one situation to new situations to solve difficult problems or explore complex issues in original ways.

Adapts and applies skills, abilities, theories, or methodologies gained in one situations to new situations to solve problems or explore issues.

Uses skills, abilities, theories, or methodologies gained in one situation in a new situation to contribute to understanding of problems or issues.

Uses, in a basic way, skills, abilities, theories, or methodologies gained in one situation in a new situation.

Connections to Experience Integrative Learning VALUE Rubric (Learning Goal – Effective communication)

Meaningfully articulates both verbally and in writing how experiences outside of the formal classroom (including life experiences and academic experiences such as internships and travel abroad) deepens ones understanding of fields of study and broadens ones points of view.

Affectively articulates both verbally and in writing examples of life experiences, drawn from a variety of contexts (e.g., family life, artistic participation, civic involvement, work experience), to illuminate concepts/ theories/ frameworks of fields of study.

Compares life experiences and academic knowledge to infer differences, as well as similarities, and acknowledge perspectives other than own.

Identifies connections between life experiences and those academic texts and ideas perceived as similar and related to own interests.

Civic Identity and Commitment Civic Engagement VALUE Rubric (Learning Goal -- Individual, Social, and Environmental Responsibility)

Provides evidence in civic-engagement activities and describes what she/he has learned about her or himself as it relates to a reinforced and clarified sense of civic identity and continued commitment to public action.

Provides evidence of experience in civic-engagement activities and describes what she/he has learned about her or himself as it relates to a growing sense of civic identity and commitment.

Evidence suggests involvement in civic-engagement activities is generated from expectations or course requirements rather than from a sense of civic identity.

Provides little evidence of her/his experience in civic-engagement activities and does not connect experiences to civic identity.

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Community Leaders Internship Program (CLIP) LO Plan

Learning Outcomes:

1. Students who participate in the CLIP will be able to identify two characteristics of urban public school systems or the non-profit sector (as demonstrated by writings done at the CLIP end of the year reflection session). Transfer – Critical Thinking.

2. Students who participate in the CLIP will be able to articulate a strategy which allows them to work with people from cultural, racial, ethnic, generational, or class / educational backgrounds different than their own (as demonstrated by writings done at the CLIP end of the year reflection session). Diversity of Communities and Culture – Intercultural Knowledge and Competence.

3. Students who participate in the CLIP will be able to recognize two skills/strengths they bring to a team

trying to work towards making community change (as demonstrated by writings done at the CLIP end of the year reflection session). Civic Action and Reflection – Individual, Social, and Environmental Responsibility.

4. Students who participate in the CLIP will be able to describe three skills they have developed or

strengthened that relate to their major/area of study as a result of the program (as demonstrated by writings done at the CLIP end of the year reflection session). Connections to Experience – Effective Communication.

Instrument: Reflection Journal: What, Now What, So What

Grading / Measurement: CCBLLR Learning Outcomes Rubric

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Name: ______________________________________

Student ID#: __________________________________

My Year at my Work-Study Site: What? So What? Now What?

What? What did you do and observe at your CLIP site? What issue is being addressed or population is being served? What were strategies you employed to work successfully with people from different backgrounds than your own? What did you do as part of a team to make change at your site?

So What? What skills did you gain or interests did you clarify by working at your site? How is your experience different from what you expected? What did you like/dislike about the experience? What did you learn about the public school system and/or non-profit sector? In what ways does your CLIP position address pressing needs/issues in the community?

Now What? What did you learn through this experience and how will you apply it in your future career and as a member of the community? What would you like to learn more about related to this issue? In your opinion, what could be done within the community to make a greater impact on this issue?

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College Bigs and Youth Mentors (CBYM) LO Plan

Learning Outcomes:

1. Students who participate in the CBYM program will be able to identify and describe at least 3 skills they have gained or enhanced as a result of the program (as demonstrated by a reflection letter). Connections to Experience – Effective Communication.

2. Students will be able to identify 2 strategies that positively assist at-risk youth (as demonstrated by a reflection letter). Diversity of Communities and Culture – Intercultural Knowledge and Competence.

Instrument / Questions: Reflection Letter

Grading / Measurement: CCBLLR Learning Outcomes Rubric

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Name: _________________________________________

ID#: ___________________________________________

Share some advice with a student participating in the College Bigs and Youth Mentors Program next year. What skills might they develop from being a part of this program? What will they learn about public schools and the Milwaukee Community? What are some strategies they can implement to best impact their mentee?

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Alternative Spring Break (ASB) LO Plan

Learning Outcomes:

1. Students who participate in the Alternative Spring Break Trip will identify two skills they have gained or enhanced as a result of the trip (as demonstrated by a post-survey). Connections to Experience – Effective Communication.

2. Students who participate in the Alternative Spring Break Trip will be able to articulate three similarities and/or differences between themselves and the clients of the non-profit agencies they serve (as demonstrated by a post-survey). Diversity of Communities and Culture – Intercultural Knowledge and Competence.

3. Students who participate in the Alternative Spring Break trip will indicate at least one action that they plan to take in the next year to make change in the lives of others (as demonstrated by a post survey). Civic Action and Reflection – Individual, Social, and Environmental Responsibility.

Instrument / Questions: Pre / Post Survey

Grading / Measurement: CCBLLR Learning Outcomes Rubric

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Name: _________________________________________

ID#: ___________________________________________

List two skills you may gain or enhance as a result of your ASB experience. In what ways do professionals who work in your field (major or minor) improve lives through their work and expertise?

How are the clients at non-profit agencies different from you? The same?

What actions will you take in the next year to make change in the lives of others? In the next 5-10 years?

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Academic Service-Learning (ASL) LO Plan

Learning Outcomes:

1. Students who take an ASL course will be able to articulate how their service-learning experience connects to the content of the course curriculum (as demonstrated through written assignments, course presentations or class discussion). Connections to Experience – Effective Communication.

2. Students who take an ASL course will be able to identify one strength and one need in the community for which they completed their service learning (as demonstrated through written assignments, course presentations or class discussion). Transfer – Critical Thinking.

3. Students who take an ASL course will be able to show a progressively deeper understanding of the complexity of issues in low-income neighborhoods or amongst marginalized populations (as demonstrated through written assignments, course presentations or class discussion). Diversity of Communities and Culture – Intercultural Knowledge and Competence.

4. Students who take an ASL course will be able to articulate a strategy which allows them to work with people from cultural, racial, ethnic, generational or class / educational backgrounds different than their own (as demonstrated through written assignments, course presentations or class discussion). Diversity of Communities and Culture – Intercultural Knowledge and Competence.

5. Students who take an ASL course will be able to identify specific actions and roles they can take to make change in their community (as demonstrated through written assignments, course presentations or class discussion). Civic Action and Reflection – Individual, Social, and Environmental Responsibility.

Instrument / Questions: Course specific

Grading / Measurement: CCBLLR Learning Outcomes Rubric

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Description of CCBLLR Programs Not Listed in Other Parts of this Document Community Leader Lab: A 2-day, overnight experience where students engage in leader development activities that aim to increase: teambuilding skills, inter-cultural intelligence, connections to other members of the campus community, understanding of the relationship between ethics and leadership, and participant’s self-awareness, leadership identity, and civic identity.

College Bigs & Youth Mentors Program: The CBYM Program at UWM engages college students in 1.5 hours of volunteer service each week by matching them with a local youth for whom they will act as a mentor, tutor, and friend. The aim is engage students community service with a youth-development organization. Weekly Food Pantry and The Gathering: The Food Pantry Program allows students to serve for two hours at a local food pantry. Students do a variety of tasks including inventory, food distribution, and cleaning. Students can attend once, on a regular basis, or sporadically. The aim is to offer easy access to volunteer service, to expose students to the Milwaukee community, to increase the understanding of poverty and the non-profit community in Milwaukee. This occurs every Tuesday and Thursday afternoon. Additionally, students can serve breakfast any Friday morning to a portion of Milwaukee’s homeless or hungry community at The Gathering.

Education and Leadership LLC: The Education and Community Leadership LLC is a partnership between the School of Education and the CCBLLR. Students in the program take Educational Policy 315 (Group Process and Civic Engagement), and a C&I course in the spring. Further students participate in the student leadership retreat, service-learning projects, as well as explore the field of urban education and teaching. LEAD MKE Teambuilding Mini-Retreats: LEAD MKE Teambuilding Mini-Retreats empower leaders and teams to explore leadership development and improved group dynamics through three modules of interactive sessions. In 4 to 6 hour blocks, participants engage in deep-level thinking in the areas of personality type, emotional intelligence, group dynamics, teambuilding, communication, as well as planning and reflection.

Volunteer Referrals and the Student Service Record (SSR) Program: CCBLLR is a walk-in center where students who do not want to participate in our organized programs can simple get a referral to non-profit agencies and begin doing service with them. The CCBLLR conducts a screening process with the agencies to be sure it will be a good fit for student volunteers. Students can also sign up for the Student Service Record Program which allows them to track their hours and receive a certificate verifying them after they have completed 75 hours at one or more agency.

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Is Civic Engagement Institutionalized at UWM?

To assess whether or not civic engagement is institutionalized at UWM, there are a number of existing tools that can be used for benchmarking:

• Carnegie Classification for Community Engagement • Presidents Honor Roll for Civic Engagement • Accreditation questions from the HLC related to student learning and community engagement

These tools generally look at the following items related to civic engagement and public scholarship:

• Mission, identity, culture • Community partnerships, depth of partnerships, impacts on community, community voice • Organizational structure and resource allocation related to civic engagement and public scholarship • Prevalence of CBL (service-learning) and CBR throughout the various academic departments • Integration of curricular and co-curricular community-based programs into the student experience • Student learning

In 2014 UWM applied for and was granted the Carnegie Designation for Community Engagement and was listed on the President’s Honor Roll.

Recommendations to Further UWM’s Civic Mission and Identity

In 2016-17 there are 4 recommendations outlined by the Community Engaged Scholars Network (CESN) to further the civic engagement culture at UWM. These include:

• Make community-based learning (CBL) and community-based research (CBR) central to the tenure and promotion process and change language in faculty / staff recruitment and interview process to include the campus commitment to engagement.

• Require every student to have a course-based, community engagement experience (Internship, service learning, CLIP Program, Co-Op, practicum, etc.) and have this designated on all academic transcripts.

• Include CESN leadership in the agenda for a presentation before the Deans Council and the Associate

Deans at least annually. • Streamline mainstream and social media language around engagement and make it as visible as all other

campus initiatives.

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APPENDIXA–Numberofservicehours(service-learning,volunteer,community-basedFWSpaidhours)

PROGRAM COMMUNITY PARTNER MATH TO THE # OF HOURS HOURS

College Bigs & Youth Mentors Program

• Big Brothers Big Sisters

• Lake Valley Camp

• Our Next Generation

170 students x 1 hr/wk x 20 = 3,400

35 students x 1.5 hr/wk x 22 = 1,155

11 students x 1.5 hr/wk x 22 = 363

4,918

Weekly hunger / poverty service programs

• Hope House (T&Th) and The Gathering (Fri)

34 student volunteer hours per week 50 weeks per year

1,700

CLIP • Various MPS schools and Boys and Girls Clubs

• Other non-profits that are not youth related

56 students on payroll X134 hours per year by each 8,791

Service-Learning See Appendix B See Appendix B 36,217

AARP Tax Clinic AARP, Beta Alpha Psi, University Housing

4 hour shifts X 5 students = 20 hours per clinic X 6 dates

120

Older Adult Programs

SAIRs + Timeslips SAIRs 5 hrs/week x 38 weeks x 8 SAIRS= 1,520 hrs 5 hrs/month x 8 months x 3 apprentices = 120 hrs Timeslips 31 students x 20 weeks x 1.5 hr/week = 930 hrs

2,650

Episodic Events Interfaith, MPS, Friedens, and others

Over 1,000 student participants, doing various hours 4,952

TOTAL HOURS THROUGH CBLLR:

58,988

Notes about this number… It does not encompass the total number of hours UWM students do service each year, or even as a result of services through CCBLLR. For example, every day we do walk-in referrals for students who we simply match to a number of local non-profits; we do not track it unless they also sign up for our Student Service Record (SSR) Program. And, these SSR numbers are not included because there is significant overlap, which would inflate the number.

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APPENDIXB–SnapshotfromFall&Spring2015-16ofService-LearningCourseHoursatUWM

Fall2015Course&Section Enrolled Hours TotalforClass Spring2016Course&Section Enrolled Hours TotalforClassANTHRO150 ANTHRO150

201 33 15 495 001 47 15 705ARCH350 ART150

001 55 40 2,200 291 1 15 15*ART150 292 2 15 30*

291 13 15 195 801 23 15 345292 15 15 225 802 12 15 180802 25 15 375 ART306 803 14 15 210 001 8 20 160

ART306/402 ART406 001/501 7 20 140 501 6 20 120

BUSADM100 BUSADM100

401 160 4 640 401 152 4 608402 159 4 636 CES210 403 157 4 628 401 226 10 2,260

CES210 CURRINS140 401 244 10 2,440 001 25 25 625

COMMUN762 002

24 25 600001 9 25 225 EXCEDUC304

CURRINS140 001 22 20 440001 30 25 750 EXCEDUC305 002 27 25 675 001 15 20 300

EDPOL315 EXCEDUC306 001 37 20 740 001 18 20 360002 5 20 100 ENGLISH150

EXCEDUC304 001 22 15 330001 18 20 360 002 19 15 285002 12 20 240 003 17 15 255

EXCEDUC305 004 23 15 345001 21 20 420 005 21 15 315

ENGLISH150 FILM150 207 22 15 330 002 25 15 375001 24 15 360 301 16 15 240002 24 15 360 303 22 15 330003 24 15 360 GEOG125

004 21 15 315 402 65 10 650005 23 15 345 201 3 10 30006 17 15 255 203 0 10 0*

ENGLISH192 COMSDIS245 008 20 20 400 001 24 20 480

ENGLISH427 BMS245 201 10 15 150 001 22 20 440

FILM150 HCA245 001 18 15 270 001 5 20 100002 18 15 270 KIN245 003 22 15 330 001 14 20 280

GEOG125 OCCTHPY245 402 74 10 740 001 22 20 440201 3* 10 30 THERREC245

HISTORY150 001 13 20 260001 59 20 1,180 CRMJST520

KIN489 001 12 20 240002 6 10 60 SOCWRK100

SOCWRK100 001 33 10 330001 107 10 1,070 002 105 10 1,050201 23 10 230 201 23 10 230

SOCWRK310 SOCWRK310

001 20 20 400 002 29 20 580002 8 20 160 003 35 20 700003 17 20 340 SOCWRK591

SOCWRK591 003 15 20 300202 14 20 280 THEATRE260

SPANISH373 801 22 20 440001 24 5 120 WMNS150

URBST150 001 14 15 210001 22 20 440

WMNS150 001 20 15 300

Totalforthesemester 20,489

Totalforthesemester 15,728

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APPENDIXC–2015CCBLLRPartnershipReportfortheUWSystem2015Service-Learning+Volunteer+FWSCommunityServiceSitesthroughCCBLLR

Agency UWMDepartmentCoordinatingDepartment

5PointsNeighborhoodAssoc.,Inc. Architecture,SocialWork CCBLLR30thStreetIndustrialCorridor Architecture,UrbanStudies CCBLLRACLUofWisconsin Art,Communications,Film,History CCBLLR

AIDSResourceCenterofWisconsinAnthropology,Art,BiomedicalSciences,CurriculumandInstruction,English,Film,SocialWork

CCBLLR

Alice’sGarden Film CCBLLRAllayHomeandHospice OccupationalTherapy CCBLLRAlliancefortheGreatLakes ConservationandEnvironmentalStudies,Geography CCBLLRALSAssociation SocialWork CCBLLR

AmericaSCORESMilwaukeeArt,BiomedicalSciences,CommunicationSciencesandDisorders,English,HealthCareAdministration,Kinesiology,Film,OccupationalTherapy,SocialWork,Spanish,TherapeuticRecreation

CCBLLR

America’sBlackHolocaustMuseum Art,English,Film,History CCBLLRAmeriCorps EducationalPolicyandCommunityStudies CCBLLRArtistsWorkinginEducation Art CCBLLRArtWorksforMilwaukee Architecture,Art CCBLLRAshevilleGreenWorks(ASB) CCBLLR CCBLLRAuroraHealthCare SocialWork CCBLLRBenedictCenterInc. SocialWork CCBLLRBigBrothersBigSistersMetroMilwaukee English,Theatre,CCBLLR CCBLLRBlueRidgeAssemblyYMCA(ASB) CCBLLR CCBLLR

Boys&GirlsClubs–MilwaukeeAnthropology,Art,BiomedicalSciences,CommunicationSciencesandDisorders,English,Film,Kinesiology,OccupationalTherapy,SocialWork,Spanish,TherapeuticRecreation,CCBLLR

CCBLLR

Boys&GirlsClubs-Wausau Art CCBLLRBublrBikes UrbanStudies CCBLLRBureauofLandManagement(FedGov) ConservationandEnvironmentalSciences CCBLLRBurleighStreetCommunityDevelopmentCorp. UrbanStudies CCBLLRCasaRomero Art CCBLLRCityofMilwaukeeEnvironmentalCollaborativeOffice(ECO)

ArchitectureCCBLLR

CityofMilwaukeeHealthDept. Communications CCBLLRCityYearMilwaukee CCBLLR CCBLLRCOAYouth&FamilyCenters Anthropology,English,SocialWork CCBLLRColombiaSt.Mary’sHospital SocialWork CCBLLRCongregationoftheGreatSpiritFoodPantry CurriculumandInstruction CCBLLRCORE/ElCentro Anthropology,Architecture CCBLLRCreativeEmploymentOpportunities CCBLLR CCBLLRCreativeTrust Communications,Theatre CCBLLRCrisisMinistry(ASB) CCBLLR CCBLLRDeaf/HardofHearingMinistryfortheArchdioceseofMilwaukee

ExceptionalEducationCCBLLR

EagleNatureTrail ConservationandEnvironmentalStudies,Geography CCBLLREastcastlePlace CCBLLR CCBLLREnglishLanguagePartners SocialWork CCBLLREscuelaVerde Architecture CCBLLRExFabula Film,Theatre CCBLLR

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FamilyPromiseofWashingtonCounty CurriculumandInstruction,SocialWork CCBLLRFeedingAmerica BusinessAdministration CCBLLR

FriedensCommunityMinistryArt,CurriculumandInstruction,English,EducationalPolicyandCommunityStudies,SocialWork,Women’sandGenderStudies,CCBLLR

CCBLLR

GardenDistrictNeighborhoodAssoc. Architecture CCBLLRGigi’sPlayhouse EducationalPolicyandCommunityStudies,SocialWork CCBLLR

GirlScoutsWisconsinSoutheastAnthropology,BiomedicalSciences,CommunicationSciencesandDisorders,English,Film,OccupationalTherapy,Women’sandGenderStudies

CCBLLR

GoodwillIndustries Anthropology,OccupationalTherapy,SocialWork,TherapeuticRecreation CCBLLRGreaterMilwaukeeAssoc.oftheDeaf ExceptionalEducation CCBLLRGroundworkMilwaukee Architecture,UrbanStudies,CCBLLR CCBLLRGrowingPower ConservationandEnvironmentalSciences,Geography CCBLLRGuestHouseofMilwaukee SocialWork CCBLLRHabitatforHumanity Architecture CCBLLRHabitatforHumanityReStore CCBLLR,SocialWork CCBLLRHavenwoodsStateForest ConservationandEnvironmentalSciences,Geography CCBLLRHeartHausBayview Architecture CCBLLRHillel CCBLLR CCBLLRHispanicChamberofCommerce-Wisconsin Art,CurriculumandInstruction,English,SocialWork CCBLLRHistoricMilwaukee,Inc. Architecture,English CCBLLRHopeHouseofMilwaukee BusinessAdministration,CurriculumandInstruction CCBLLRHungerTaskForce BusinessAdministration,CCBLLR CCBLLRIHaveaDream(ClarkeStreetElementary) CCBLLR CCBLLRImpactPlanningCouncilInc. CriminalJustice CCBLLRInterfaithOlderAdultPrograms CCBLLR CCBLLRInternationalInstituteofWisconsin Anthropology,CriminalJustice,OccupationalTherapy,SocialWork CCBLLRInternationalLearningCenter English,ExceptionalEducation,SocialWork CCBLLRJazale’sArtStudioInc. Art CCBLLR

JewishHomeandCareCenterAnthropology,Art,CurriculumandInstruction,English,History,SocialWork,Theatre,CCBLLR

CCBLLR

JewishMuseumMilwaukee Anthropology,English CCBLLR

JourneyHouseArt,BusinessAdministration,CurriculumandInstruction,English,Film,History,SocialWork

CCBLLR

JusticeInitiativesInstitute History CCBLLRKeepGreaterMilwaukeeBeautiful Art,ConservationandEnvironmentalSciences,Geography CCBLLR

LaCausaCrisisNurseryCurriculumandInstruction,English,OccupationalTherapy,SocialWork,Women’sandGenderStudies

CCBLLR

LakeValleyCamp SocialWork,CCBLLR CCBLLRLeadtoSucceed ConservationandEnvironmentalSciences,English,Geography CCBLLRLongBranchEnvironmentalEducationCenter(ASB)

CCBLLRCCBLLR

LUMINSchools SocialWork CCBLLRLutherManor CommunicationSciencesandDisorders,SocialWork,Theatre CCBLLRMilwaukeeAcademyofScience Art,SocialWork CCBLLRMilwaukeeCatholicHome OccupationalTherapy,SocialWork,CCBLLR CCBLLRMilwaukeeCenterforChildrenandYouth Communications,SocialWork CCBLLRMilwaukeeCenterforIndependence SocialWork CCBLLRMilwaukeeChildAdvocacyCenter SocialWork CCBLLR

MilwaukeeChristianCenterArt,BiomedicalSciences,Film,HealthCareAdministration,Kinesiology,OccupationalTherapy,SocialWork,TherapeuticRecreation

CCBLLR

MilwaukeeCommunityCyberHighSchool(MC2) Art,English,Film,TherapeuticRecreation,Women’sandGenderStudies CCBLLR

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MilwaukeeCo.DepartmentofParks&Rec. ConservationandEnvironmentalScience,Geography CCBLLRMilwaukeeCo.DepartmentonAging OccupationalTherapy CCBLLRMilwaukeeCountyHistoricalSociety Anthropology,Art,English CCBLLRMilwaukeeEnvironmentalConsortium Architecture,CCBLLR CCBLLRMilwaukeeLGBTCommunityCenter Anthropology,English,SocialWork,UrbanStudies CCBLLRMilwaukeeLGBTFilmFestival Film CCBLLRMilwaukeePoliceDept. CriminalJustice CCBLLRMPS–53rdStreetSchool CCBLLR CCBLLR

MPS–BrownStreetAcademyAnthropology,Art,EducationalPolicyandCommunityStudies,English,Film,SocialWork,Women’sandGenderStudies

CCBLLR

MPS–CommunityHighSchoolAnthropology,Architecture,ConservationandEnvironmentalSciences,EducationalPolicyandCommunityStudies,English,Film,SocialWork,CCBLLR

CCBLLR

MPS–DistrictWide SocialWork,CCBLLR CCBLLRMPS–EngleburgElementary CCBLLR CCBLLR

MPS–HartfordUniversitySchoolEnglish,Film,HealthCareAdministration,Kinesiology,OccupationalTherapySocialWork,CCBLLR

CCBLLR

MPS–HowardAve.Montessori CommunicationSciencesandDisorders,English,Kinesiology,Theatre CCBLLRMPS–KathrynT.DanielsPrep. Film CCBLLRMPS–LaEscuelaFratney CCBLLR CCBLLRMPS–MapleTreeElementary CCBLLR CCBLLRMPS–MarylandAvenueMontessori CCBLLR CCBLLRMPS–MilwaukeeCyberHighSchool Art,English,TherapeuticRecreation,WomenandGenderStudies CCBLLRMPS–MilwaukeeSignLanguageSchool ExceptionalEducation CCBLLRMPS–NewSchoolforCommunityService Art,English,Film,History CCBLLRMPS–NorthDivisionHighSchool Art,English CCBLLR

MPS–OliverWendellHolmes

Anthropology,BiomedicalSciences,CommunicationSciencesandDisorders,CurriculumandInstruction,EducationalPolicyandCommunityStudies,English,Film,OccupationalTherapy,SocialWork,TherapeuticRecreation,Women’sandGenderStudies

CCBLLR

MPS–RiversideUniversityHighSchool BiomedicalSciences,Kinesiology,OccupationalTherapy CCBLLRMPS–RufusKingHighSchool ExceptionalEducation CCBLLRMPS–SouthDivisionHighSchool EducationPolicyandCommunityStudies CCBLLRMPS–U.S.GrantSchool Anthropology,BiomedicalSciences CCBLLRMPS–WisconsinConservatoryofLifelongLearning

CCBLLRCCBLLR

MPS–WisconsinDepartmentofPublicInstitution(CongressPublicSchool)

Anthropology,EducationPolicyandCommunityStudies,EnglishCCBLLR

MilwaukeeRescueMission Art,Film,SocialWork CCBLLRMilwaukeeRiverkeeper Architecture,ConservationandEnvironmentalSciences,Geography CCBLLRMilwaukeeWaterCommons Art CCBLLR

MilwaukeeYMCAArt,EducationPolicyandCommunityStudies,English,SocialWork,Women’sandGenderStudies

CCBLLR

MilwaukeeYouthSymphonyOrchestra Art CCBLLRNEXT.cc Architecture CCBLLRNextDoor Art,BusinessAdministration,SocialWork CCBLLRNonprofitCenter/VolunteerCenterofMilwaukee

CCBLLRCCBLLR

NorthcottNeighborhoodHouse CurriculumandInstruction CCBLLRNotreDameMiddleSchool Film CCBLLROurNextGeneration,Inc. CCBLLR CCBLLRPabstMansion CCBLLR CCBLLR

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ParentCareResourceCenter SocialWork CCBLLRParentsforPublicSchools-Milwaukee CommunicationSciencesandDisorders,English,Film CCBLLRPathfinders-YouthCenter SocialWork CCBLLR

PenfieldChildren’sCenterCommunicationSciencesandDisorders,English,Kinesiology,OccupationalTherapy,SocialWork,TherapeuticRecreation

CCBLLR

PlayworksWisconsinEducationalPolicyandCommunityStudies,HealthCareAdministration,OccupationalTherapy,SocialWork,Theatre,TherapeuticRecreation

CCBLLR

RAMandWustumArtMuseum Art,English CCBLLRReachoutandRead CCBLLR CCBLLRReciproCity Art,Architecture CCBLLR

RedLineMilwaukee Art CCBLLR

RichardsPlace,Inc. Anthropology,Art,CurriculumandInstruction,SocialWork CCBLLRRiverRevitalization Architecture,Art,ConservationandEnvironmentalSciences,Geography CCBLLRRiveredgeNatureCenter ConservationandEnvironmentalSciences,Geography CCBLLR

RiverwestFoodPantryArt,CurriculumandInstruction,EducationalPolicyandCommunityStudies,English,Film,OccupationalTherapy,Theatre,Women’sandGenderStudies

CCBLLR

RiverworksDevelopmentCorps. CriminalJustice CCBLLRSalvationArmyEmergencyLodge SocialWork CCBLLR

SchlitzAudubonBusinessAdministration,ConservationandEnvironmentalSciences,Geography

CCBLLR

ShorewoodSeniorResourcesCenter CurriculumandInstruction CCBLLRSilverSpringNeighborhoodCenter CriminalJustice,Film,SocialWork,UrbanStudies CCBLLRSojournerFamilyPeaceCenter Communications CCBLLR

St.AnthonySchoolMilwaukeeAnthropology,CommunicationSciencesandDisorders,CurriculumandInstruction,English,Kinesiology,OccupationalTherapy

CCBLLR

St.FrancisChildren’sCenter SocialWork CCBLLRSt.John’sOntheLake Theatre,CCBLLR CCBLLRSteadfastHouse(ASB) CCBLLR CCBLLRSummitEducationalAssociation English,History,SocialWork CCBLLRTRUESkool,Inc. Art,English,History CCBLLR

TeamMilwaukeeSpecialOlympicsAnthropology,CommunicationSciencesandDisorders,HealthCareAdministration,OccupationalTherapy

CCBLLR

TheBurmeseImmersionProjectAnthropology,Art,EducationalPolicyandCommunityStudies,English,Film,SocialWork,Women’sandGenderStudies

CCBLLR

TheCathedralCenter CurriculumandInstruction,English,Women’sStudies CCBLLR

TheGatheringArt,CurriculumandInstruction,English,Film,SocialWork,Women’sandGenderStudies,UrbanStudies,CCBLLR

CCBLLR

TheHopeCenter Film CCBLLRTheMilwaukeeHireCenter CCBLLR CCBLLRTheLutheranHome&HardwoodPlace CurriculumandInstruction,Kinesiology,OccupationalTherapy,SocialWork CCBLLRTimeslips SocialWork,Theatre,CCBLLR CCBLLRUnitedCommunityCenter Art,EducationalPolicyandCommunityStudies,English CCBLLRUrbanEcologyCenter ConservationandEnvironmentalStudies,Geography,CCBLLR CCBLLRUWMMiniCourses–SaturdayAcademy CCBLLR CCBLLRUWMOfficeofSustainability ConservationandEnvironmentalStudies CCBLLRVeteransRestorationQuarters(ASB) CCBLLR CCBLLR

VictoryGardensInitiativeArchitecture,ConservationandEnvironmentalStudies,English,Film,Geography,UrbanStudies,CCBLLR

CCBLLR

VocesdelaFrontera History,UrbanStudies CCBLLRWalker’sPointCenterfortheArts Art CCBLLRWalnutWay BusinessAdministration CCBLLR

33

WasteCAP Architecture,UrbanStudies CCBLLRWaterTowerViewCardinalCapital ExceptionalEducation CCBLLRWehrNatureCenter ConservationandEnvironmentalSciences,Geography CCBLLRWheatonFranciscanHomeHealthandHospice SocialWork CCBLLRWisconsinAssociationoftheDeaf ExceptionalEducation CCBLLRWisconsinBikeFed UrbanStudies CCBLLRWisconsinBlackHistoricalSociety/Museum History CCBLLRWisconsinLeagueofConservationVoters ConservationandEnvironmentalStudies CCBLLRWisconsinSchoolfortheDeaf ExceptionalEducation CCBLLRWoodlandPatternBookCenter English CCBLLR

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Prologue: Changes Made as a Result of Assessment

2016 Changes:

Moving Toward Project-Based Work. As UWM continues to grow its service learning program we will work to identify more project-based, versus-placement based, partnerships. Project-based partnerships allow students to complete an identified community need through the production of a product (GIS map, white paper, architectural drawing, digital story) for a community partner. Project-based work is useful to community partners because it brings the expertise and technology available at UWM to their work, and its valuable for students because it gives them a specific “product” that they can describe to potential employers in the future. Placement base work is service learning that most resembles volunteer work, however it is tied to course content and involves formative and summative reflection activities directed by the faculty member.

Shift toward all courses requiring minimum 20+ hours. Best practice in service learning research clearly shows that requiring a minimum of 20 hours per semester is best for student learning and for community partner impact. We have made some progress in this area since 2012, however we saw the greatest movement in 2015-16, with only a few service learning courses on campus that now have less than a 20 hour experience.

Stronger connection to student learning and career development. UWM will continue to offer co-curricular service, but as much as possible we will work to tie all service to an academic discipline or to student learning through course based reflection. For example, we will attempt to create a CLIP course in Spring 2016 for all students in this program.

Fewer episodic events, but with bookend signature events. In an effort to make the greatest investments in areas that have the greatest impact on student learning, and the community, we will hold fewer episodic events, however we will work to have signature events each semester, such as Make a Difference Day.

UWM Community Tax Clinic Initiative. In conjunction with the Beta Alpha Psi accounting student organization, the AARP Foundation and University Housing, this year we held a bi-weekly, no cost, tax preparation clinic in the community at Cambridge Commons. Assisting an individual, a couple, or a family with their taxes is in many ways an intimate activity that requires patience and trust. Our trained student volunteers had the opportunity to learn about Milwaukee families; their jobs, their children, their homes, and the community through this process, while also honing their professional and interpersonal skills as future accountants. Further, throughout Milwaukee neighborhoods there are predatory, pop-up tax preparation businesses that take advantage of Milwaukee residents by charging them high fees to do returns, and then offer cash up front for their future returns.

CESN Recommendations. In 2016-17 we will work to institute four recommendations outlined by the CESN Network to further the civic engagement culture at UWM. These include:

• Make CBL and CBR central to the T&P process and change language in faculty / staff recruitment and interview process to include language related to the campus commitment to engagement.

• Require every student to have a course based, community engagement experience (Internship, service learning, CLIP Program, Co-Op, practicum, etc.) and have this designated on all academic transcripts.

• Include CESN leadership in the agenda for a presentation before the Deans Council and the Associate Deans at least annually.

• Streamline mainstream and social media language around engagement and make it as visible as all other campus initiatives.

2014 & 2015 Changes: Since the CCBLLR was established in 2012, we have actively shaped our programs and policies as a result of what we have learned through assessment. Here are a few examples of what we do differently now as a result of our assessment findings: 1) Beyond Service Training – (as of 2014) This is offered twice per semester, in the 3rd or 4th week of class to address issues that were exposed through end-of-semester surveys to students and community partners. Community partner surveys and student surveys related to service-learning revealed that there was a population of service-learners that were not prepared to enter Milwaukee’s

35

diverse communities and neighborhoods, and who have reservations about completing this portion of a class requirement. As a result we instituted to the “Beyond Service Training”, which includes the following components in a 2 hour session:

• History: A Look at Milwaukee’s neighborhoods, and how they settled as they did in terms of race and ethnicity. • Culture Shock: Cultural immersion experiences and expectations exercise. • Logistics: How to navigate Milwaukee’s mass transit systems and safety issues related to service-learning. Also,

time management. How does one find time to serve? • Reflection: How does what you do make a difference to non-profits, and the clients they serve? How does it change

you? • Skills and Networking: How does one incorporate a service-learning experience into a resume, and how do you

network for future job searches through a service-learning experience?

2) Coordinated Site Orientations – (as of 2014) For UWMs community partners who are hosting more than 8 service learners in a semester, we are coordinating trainings and orientations on campus, or providing bus service to sites. Events such as “Communities in the Round” are a good example, where hundreds of students from Geography 125 or Conservation and Environmental Sciences 210 gather in the Zelazo Center to meet with a representative from one of 12 environmental organizations in town for a group orientation. Another example would be the Brown Street Academy orientation. Brown Street is an MPS where we have approximately 40 service learners each semester. We do an orientation breakfast at 8:00am at the school on a particular day so that the school can provide orientation for all the service learners at once. Each semester we will be adding more of these group orientations, coordinated by the CCBLLR in conjunction with the community partner. The reason why this is becoming a best practice is because we know that numerous orientations are a burden on community partners, and we know that students will get a sense of their collective impact by seeing all of the students who will be going to their site, on different days and times throughout the semester. 3) Van Chats – (as of 2014) Research shows that students who have the opportunity for formative, structured reflection are impacted in more significant ways than those who do not or only reflect at the end of the experience. Since the CCBLLR provides transport to students who volunteer at food pantries, meal programs for the poor, youth mentor sites, and refugee resettlement organizations we have instituted “van chats” where students trained in active listening and facilitation are given a series of questions to pose to student on the drive back from volunteer sites. 4) CESN Best Practices Lunch Series – (as of 2014) To increase the impact on A2S, we have begun providing faculty with “Lunch and Learn” opportunities related to CBL and CBR. While we have done these periodically for 2 years, this fall we became more intentional about focusing on specific issues that could impact A2S. Topics include:

• Formative versus summative reflection and evaluation • Best Practices in Service Learning • International Service Learning • Service learning and digital storytelling

5) Treat and Greet Exchange (as of 2015) In an effort to build stronger ties between UWM faculty who incorporate service learning into courses, and the community partners where students are placed, we have begun holding the TGE, where faculty and community partners have informal meetings in the AUP Commons so that they can talk about non-profit agency missions and the faculty can give a copy of the syllabus to the partners they are working with. This face-to-face meeting is an important step in building stronger ties between faculty and the non-profit partners where the students are completing their service-learning hours. 6) Community as Co-Educators (as of 2015) In conjunction with the Marquette Service Learning Program we are holding an annual gathering to empower and define the community partner as co-educators in the service learning process. Held annually at the Zilber School of Public Health downtown.