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The Community Works Institute announces early bird rates for their 2020 Summer Institute on Place Based Service-Learning and Sustainability.

June 22-26, 2020, Brooklyn, NY

Provided description:

Who Should Attend
Institute participants are diverse and inspiring K-16 teachers and leaders, from schools large and small, rural and urban, independent and public, along with environmental and community based educators. The Institute is the ideal opportunity for individual educators or teams to begin or advance projects and programs, within classrooms or across grade levels.

2020 CWI Summer Institute Outcomes

participants will learn new skills and strategies that build capacity for
• The community as the classroom.
• Designing projects around students’ personal passion and interests.
• Connecting social emotional learning goals to learning projects.
• Designing project based learning with compelling civic and public purpose.
• Focusing on students as active contributors to sustainable communities.
• Integrating student voice, reciprocity, and reflection.
• Using ethnography to explore human connection and and social justice.
• Employing strategies for program growth, team building, and buy in.
• Inspiring and advancing a collective vision and practice as a leaders.

This year's Engagement Scholarship Consortium annual conference will be nearby in Philadelphia, September 13-14, 2020. As a pre-conference event, the Consortium will be hosting a one-day intensive professional development program for early career faculty  on community engagement. The deadline to apply is April 15, 2020.

If you have an interest in attending, please contact Wendy Wagner, to discuss potential financial support from the Nashman Center.

Many important conversations have been sparked by a recent piece in Vu Le's "Nonprofit AF" blog, about the perspective of our community partners. Given the piece includes feedback from one our of local partners, a few of the cringe-worthy examples could very well be from a GW student.

Please take a moment to read the piece:

Guidelines for higher education programs that require students to do special projects with nonprofits

The draft reports recommending a strategic plan to guide GW for the next five years are now available on line for questions, concerns, and suggestions. While the site is open for feedback anytime during the spring semester, Provost Blake urges review by March 6th, which will give the four committees time to consider all feedback before finalizing their recommendations in May for the Board of Trustees.

Explicit support for Community Engaged Scholarship is relevant for all four committees: high-impact research, high quality undergraduate experience, attracting and retaining world-class faculty, and a distinguished and distinctive graduate education.

While the Nashman Center and several Nashman Faculty Affiliates have submitted feedback on the draft reports, it is important that these committees realize how many GW faculty consider community engagement a valuable aspect of their research, teaching, and other scholarly work. Please take a moment to share your perspective.


To view the Nashman white paper on "Recognizing, Incentivizing, and Rewarding Community-Engaged Scholarship" submitted to the High-Impact Research faculty committee, link here:


The Nashman Center recently shared a white paper with the GW faculty-led strategic planning committee on High-Impact Research. This committee is one of four, who will draft strategic planning reports to guide GW for the next five years toward President LeBlanc's vision for: world-class faculty, high-quality undergraduate education, distinguished and distinctive graduate education, and high-impact research.

The white paper, "Recognizing, Incentivizing, and Rewarding Community-Engaged Scholarship" was reviewed by the members of the High-Impact Research faculty committee. It defines community-engaged scholarship, identifies the challenges to faculty doing this work in the context of departments that favor more traditional approaches to academic work, and provides a list of recommendations. It is a synthesis of the year-long discussions of the 2018 Nashman Center Faculty Learning Community on Recognizing Community-Engaged Scholarship in Promotion and Tenure, at George Washington University.

If you would like to add your name in support of the sentiments expressed in the paper, please write Wendy Wagner:


If you’re interested in taking a community engaged scholarship course to take this semester, look no further than HSCI 2195: Applied Health Equity. This 1-credit public health course taught by Nashman Affiliate Dr.  Maranda Ward will be held on Thursdays from 5pm-6pm. In this course, students will learn about historical health disparities affecting Black residents in wards 7 and 8 here in DC. Find out more information here  

Academia too often focuses only on research, and community engaged scholarship allows people to rehumanize their fields and to consider the impact they could have in applying what they know, to the communities most in need in Washington, DC."

Professor Sangeeta Prasad, M.Ed, Psy.D., Nashman Center Affiliate Faculty and Adjunct Professor of Human Services and Social Justice, sat down to talk with us about her community engaged scholarship class, HSSJ 2170: Interpersonal relationships, which she has taught for the past four years. The class is a part of the Human Services and Social Justice department. It focuses on helping students better understand the dynamics of relationships, which they experience through the direct service they complete for the class. This semester, the class served with six different site partners, ranging from after-school programs to senior services.

Professor Prasad shared that she believes community-engaged scholarship is important because “Academia too often focuses only on research, and community engaged scholarship allows people to rehumanize their fields and to consider the impact they could have in applying what they know to the communities most in need in Washington, DC. In my sense, as somebody who moved here like many professors, we have a responsibility to the community in which we are living and to serve our students well… community engaged learning, I think forces us in a way to grow in our capacity to listen, to reflect, and to support our students.” ...continue reading "Spotlight on Community Engaged Faculty and Course HSSJ 2170 – Interpersonal Relationships with Nashman Affiliate Sangeeta Prasad"

We encourage you to listen to this recent "Higher Ed Rewired" podcast episode, with a great example of community engagement in STEM.

CSU East Bay students build off-grid solar power and lighting systems designed to alleviate energy poverty—a lack of access to modern energy services. These projects are completed alongside K-12 students, as peer-led service-learning projects. This design creates opportunities for college students to use their learning to do problem solving and excites K-12 students in STEM fields.

Link to the podcast episode here. 



PBS News Hour released a story highlighting one of our amazing community partners. Here’s the link to the organization on GWServes Givepulse if you’d like to learn how to serve there 

Free Minds Book Club is an organization in DC that hosts book clubs and writing workshops for incarcerated people in prisons around DC. The organization was founded nearly two decades ago by Kelli Taylor and Tara Libert. Since its creation, the program has been shown to have great effects on members. Members of the book clubs have much lower rates of recidivism than other people who have been incarcerated.  

Three of our community-engaged courses have students serving with Free Minds this semester, and there will be more courses that work with them in the spring. Be sure to check out the video made by PBS here

The October 3rd October Conversation focused on the Intersection of Scholarship of Teaching & Learning (SOTL) and Service-learning. The discussion led by Maria de la Fuente, (Spanish and Linguistics).

SOTL research is the systematic inquiry about student learning, grounded in theory and research, and disseminated through scholarly publications or presentations. Community-engaged learning pedagogies like service-learning are excellent spaces for SOTL research. Faculty often use data from student reflection assignments, exams, interviews, or outcomes assessments to explore:

...continue reading "Recap: Conversation on the Intersection of SOTL and Service-Learning"

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