Many thanks to the participants of this reflective and energizing meeting. The event gathered ten faculty/staff, ten representatives of local community organizations, and thirteen students. Community organization staff in attendance partners represented much appreciated GW partners, including: the African Community Center, Capital Area Food Bank, Francis on the Hill, FRESHFARM FoodPrints, Life Pieces to Masterpieces, Little Friends for Peace, and Miriam's Kitchen.
The aim of these meetings is to include stakeholders of Community Engaged Scholarship courses (faculty, students, community partners) in the cycle of strategic planning, implementation of new plans, and assessment of progress.
Appreciative Inquiry
The Appreciative Inquiry method was used to facilitate our discussion and planning. This is a strengths-based approach to organizational change.
- Clarifying the best of what is. First, in pairs, participants shared a "peak moment" when they were engaged in a campus community partnership and shared details on what made this particular moment so rewarding. Pairs then joined together to form small groups, sharing the themes that emerged in their stories. Each small group identified the elements that were key for a good partnership for all stakeholders. Each group identified particular themes that contributed to the value of these moments and highlighted commonalities between these experiences.
- Imagining what could be. From there, groups imagined the most ideal campus-community partnership, drawing on the elements identified by all stakeholders’ stories.
- Determining what should be. Finally, breaking into new groups, participants reflected on what was discussed throughout the event to highlight several key goals to continue to foster deeper and more wholistic partnerships.
- Creating what will be. In the end, the whole room worked to narrow down these goals into main themes in order to focus on one concrete goal to work on collectively in the coming year.
Collectively Identified Elements of the Ideal Campus-Community Partnership
Our "campus-community partnership peak moment" stories, shared among students, community partners, and faculty, resulted in the following key themes. When the experience is great, it has the following elements. These are the elements to build from in our strategic planning.
- Authentic relationships. True campus-community partners understand each other's context, mission, needs, and immediate goals.
- Students who understand the organization's mission, needs, and goals get far more from the service experience. They see how their efforts fit into a larger, meaningful effort and are able to see the impact they have made.
- Students and faculty are more effective, involved, and dedicated when they know the organization's "why" and understand particular emotional needs of community members
- Community partners appreciate knowing what the course is about, what the learning goals are, what the purpose of the service is
- Students have deeper learning experiences when they served on-site, "out in the community" where they could experience the organization's community context, meet community members, and see the impact of the community partner's work
- Real change. Service projects have clear goals, helping students see how their work contributes to a larger effort.
- Clearly communicated expectations and on-going communication help students know if they are achieving what their faculty and community partner intended.
- Clarity about the goals of the project helps faculty-community partners align community needs with student learning needs.
- Reflection for learning and growth (for all).
- Meaningful service is paired with reflective thought about: new perspectives, learning about others' experiences, examining biases, and having respect for each other's knowledge and perspectives.
- Impactful storytelling.
- Opportunities for students, faculty, and community partners to share their experiences through stories deepens reflection, facilitate meaning-making, and built a greater sense of personal engagement, and resilience.
- These stories also help prepare students next semester and offer an opportunity for pre-reflection on service.
- Balance of challenge and support.
- Students are successful handling the discomfort of being out of their comfort zone when they are prepared with clear guidelines, expectations, structure, and information.
- Some appreciate being able to serve in small groups rather than alone.
- The partnership relationship is prioritized over students' obligation to serve. If service is a course requirement, a variety of options are available, including a non-service alternative. GW should not send students who don't want to serve to our community partners.
Concrete Goals for the Coming Year
1. Relationship building. More opportunities to get to know each other.
Both the faculty and community partners identified the goal, "to increase opportunities to meet and get to know each other, build relationships and deepen our understanding of each other's context, needs and goals." Interestingly, both groups were concerned that the other would be busy and might not have the time. Collectively we resolved to hear each other when we both say, "We can make time for this."
- Community partners suggested the Nashman Center facilitate faculty site visits for a tour and overview of organization and its work.
- Community partners also expressed interest in connecting with courses at the beginning and end of each semester, to clarify project goals, gain understanding of the students' learning goals, and to be a part of final reflections about the learning from service.
2. Support More Avenues for Reflection and Storytelling, and Include Community Partners.
Community partners would like to be included in the academic side of the partnership, and involved in reflective conversations where students are making meaning of what they have learned from their service.
- Create venues and platforms for students, faculty, and community partners to share the stories of their service projects - impact, learning, and meaning-making. This could include: a film-festival, podcast series, or exhibit.
- Faculty discussed the need for a final academic deliverable that makes meaning of the service project in an academically rigorous way. With collaboration in the design of this assignment, this deliverable could be the product used for the story-sharing (exhibits, podcasts, etc.).
3. Support Students with Clear Guidelines, Expectations, and Resources
- Faculty and Community Partners make sure the goals and expectations are explicit and clear
- Nashman Center resources (serving safely, serving respectfully, navigating background checks, etc.) made more readily available
These are excellent goals to inform our planning and processes in the coming academic year. Many thanks to all who participated in this process, contributing their valuable perspective. More to come on these goals!
