"Principles of Ethical Leadership" by Prof. Wendy Wagner uses the “case-in-point” approach to leadership development. Rather than studying leadership through hypothetical case studies, a team-based community engagement project IS the case. Students examine their own group dynamics and their own roles as the project unfolds throughout the semester. Students build their own leadership skills by examining information and research, and then learning to apply that to their own thinking and behavior in the community project.
The class emphasizes the responsibility leaders have to collaborate effectively in diverse groups, create a common vision based on shared values, and facilitate group dynamics both inclusive and empowering. Students are challenged to analyze their own biases, assumptions and understand the context of social issues.
Spring 2023
Students Reporting: 12
Times Reported: 13
This past semester, students collaborated with Latin American Youth Center, Lutheran Social Services, and Mary's Center for Maternal and Child Health.
LSSNCA:
Students volunteered at legal clinics with Lutheran Social Services to support asylum seekers, migrants, and refugees. Students developed a toolkit to help clients navigate the Employee Authorization Document to obtain work permits to be able to seek employment in the US. The EAD Toolkit helps to streamline and standardize the process for EAD applications so that LSSNCA and other similar organizations have a model for setting up and running workshops for temporary protection status and EAD applicants.
Mary's Center:
The student team created a semester-long computer literacy program for two of Mary’s Center’s senior wellness centers. Students conducted biweekly computer classes at both centers about different computer skill basics. Their classes also acted as a social program by creating a space for seniors to learn and collaborate.
Latin American Youth Center:
Students worked with LAYC to develop programs and curriculum for teaching sexual health. Students collected the best tools and strategies for teaching sexual health to students, informing parents, and sharing information with other organizations. At the end of the semester, students presented their findings and created infographics to share with LAYC and other organizations.
Student Comments:
"By volunteering at these clinics, I gained a better understanding of the immigration process for Afghan refugees. My experience at these clinics also shaped my understanding of how the immigration process works and helped me determine what to incorporate within the Toolkit."
"I was impacted by the returning seniors at our computer literacy classes. I formed a connection with seniors and I was able to observe their computer skill progress over just a few months. This was very inspiring and I value all the feedback I received from Mary’s Center’s seniors."
"I was able to apply concepts that were taught in class to my service. For example, asset-based learning. This approach was vital in working with the LAYC as we had to change our entire proposal. It really helped me gain insight on how proposals and community work truly transpires."
Spring 2022
This year, students’ community engaged project focused on DC Public Schools. All public high schools in DC have a 100 hours of community service graduation requirement. However, uneven staffing and support across schools has left many students unsure about how to get started.
In a partnership with DCPS central administration and three DC public high schools, students conducted interviews and focus groups with school staff, students, and local service providers. They also reviewed research literature on high school service-learning requirements. Ultimately, they proposed a new GW campus/community partnership program that will engage GW students in assisting DC high schoolers in engaging in meaningful service that will meet their high school graduation requirement.
Update: This project will be continued by Grace Rafferty, a student in this course who successfully proposed for the Nashman Center’s Knapp Fellowship for Entrepreneurial Service-Learning. Grace is a 2022-2023 Knapp Fellow and will be implementing this project with support from DC Public Schools.
What additional scholarly projects were students assigned connected to their community engagement?
In addition to the semester community-based project, students also completed four individual reflection assignments to make connections between scholarly writing, class discussions and experiences developing the project. This emphasized the critical thinking part of the service-learning course.
Student Comments:
"Interviewing the kids was a great experience to be a part of as they seemed very happy to be heard. We made it clear that we were there working with them and they genuinely appreciated it. I truly hope that the ideas proposed by the class are implemented in DCPS, as I think it would lift a major load off of the students." - A student working with the DCPS Central Office
"Speaking directly with [the] organization was extremely valuable and provides a perspective that is often overlooked when considering service learning. It also gave space for community partners to connect with each other and hear from organizations that do different work from them. Getting the perspective of someone who has been working with the community for a long time, and who actively wants to share their knowledge, was a great jumping off point for our project." - A student working with the DCPS Central Office
“My team conducted a focus group to ask community partners questions about their student engagement techniques. It was good to hear from community partners about their experience.” - A student working in collaboration with community members to complete their project
