Transcript LEAD, SERVICE LEARNING & CIVIC ENGAGEMENT

LEAD: Leadership, Education, and
Development
Jeanne Kosieradzki
LEAD at Hamline
• This requirement provides a way to explore
the connections among the liberal arts and
work. Some ways the LEAD requirement may be
fulfilled include traditional internships; LEAD(W)
classes; LEAD-approved apprentice teaching,
service-learning, collaborative research, or
international internships; all HECUA internships;
and LEAD-approved student initiated and designed
projects. All LEAD work must be done in
consultation with a faculty member.
Hamline’s Mission & LEAD
Mission
Lead
 To create a diverse and
 Connection of
collaborative community
of learners dedicated to
the development of
students' knowledge,
values and skills for
successful lives of
leadership,
scholarship, and
service.
liberal arts and
work.
Hamline’s Vision & LEAD
Vision
LEAD
 Hamline University will be
 connection of
recognized as a diverse,
learning-centered
university that is: Rooted
in a tradition of liberal
education, dynamic and
actively inclusive, locally
engaged and globally
connected, invested in
the personal and
professional growth of
persons.
liberal arts and
work.
Hamline’s Value & LEAD
Value
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Hamline University recognizes its roots in
the traditions and values of the United
Methodist Church, and aspires to the
highest standards for:
Creation, dissemination, and practical
application of knowledge
Rigor, creativity, and innovation in
teaching, learning, and research
Multicultural competencies in local
and global contexts
The development and education of the
whole person
An individual and community ethic
of social justice, civic responsibility,
and inclusive leadership and service
LEAD
 Connection of
liberal arts and
work.
Hamline’s Learning Outcomes & LEAD
Learning Outcomes
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A Hamline Graduate should:
Serve, collaborate, and lead in a
community
solve problems in innovative, integrative,
analytical, and ethical ways
work and create understanding
across cultural differences locally,
nationally, and internationally
use information and technology
competently and responsibly
communicate effectively in writing and in
speaking
apply the theories and methods of a
field of expertise
engage independently and
reflectively in lifelong learning”
LEAD
 Connection of
liberal arts and
work.
Macalester- Institute for Global Citizenship
• Established in 2005, the Institute’s mission is to
encourage, promote, and support rigorous learning
that prepares students for lives as effective and
ethical ‘global citizen-leaders’; innovative
scholarship that enriches the public and academic
discourse on important questions of global
significance; and meaningful service that
enhances such learning and/or scholarship
while enriching the communities within
which Macalester is embedded.
St. Olaf-Center for Vocation and Career
• The Main Street Initiative (2011), determined that “‘preparation for
life after college’ means having a map for the future that derives
from students’ discernment of their gifts, talents and passions; that
has realistic ‘next steps’; that enables new graduates to support
themselves; and that can respond to their evolving interests,
strengths and life situations as the decades pass.”
• The center will help inculcate appreciation for the full range of
careers where students might realize their determination to serve
their communities and the world.
• The director of the center works closely with faculty that has made
student advising a high priority and that has a long record of
support for experiential education. The Director gains through
direct access to and regular consultation with the Office of Alumni
and Parent Relations, a particular knowledge of the wider St. Olaf
community and the resources it can bring to bear to aid
students in their vocational discernment and career
planning.
Carleton-Center for Community & Civic Engagement
• Academic Civic Engagement - Promotes and
supports civic engagement within the curriculum
• Acting in the Community Together - Promotes and
supports co-curricular community service and
student leadership development
• Public Scholarship - Promotes and supports faculty
engaging the best of rigorous scholarship and
creative activity in a range of public ways
St. Thomas – Service learning Awards
 Thomas Ehrlich Faculty Award
The award recognizes a faculty member whose
teaching, scholarship and leadership -- both on
campus and in the community -- exemplify
exceptional service-learning practices. Servicelearning is an educational method through which
students actively participate in community-based
projects.
Government
• The National Task Force on Service Learning and
Democratic Engagement issued a national call to action
in January of 2012 entitled A Crucible Moment, College
Learning & Democracy’s Future. This document asserts
that:
• A socially cohesive and economically vibrant US
democracy…require[s] informed, engaged, open-minded,
and socially responsible people committed to the
common good and practiced in ‘doing’ democracy….
Civic learning needs to be an integral component
of every level of education, from grade school
through graduate school, across all fields of
study
SILENT WITNESS EXHIBIT
• SILENT WITNESS EXHIBIT
• Most states have a silent witness exhibit. The goal of
this exhibit is to commemorate lives lost to domestic
violence through life sized red wooden figures. Each
figure has a plaque located on its’ chest describing
the domestic violence death suffered by the
individual represented in the figure. In most states
the exhibits are available to colleges and universities
for display.
• *Service learning done in Law and the Lives of Women taught by Jeanne
Kosieradzki
Legislative Monitor
• Volunteers in Minnesota monitor committee
hearings held during the legislative session on topics
such as reproductive health, voter ID and cuts to
human service.
• “Through this project I learned what the
legislative committee does. The committee
holds public hearings on the bills, takes
testimony from the public and experts. It may
combine two or more bills, amend bills, send
them to a subcommittee, or kill the bill.”
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*Service learning done in Law and the Lives of Women taught by Jeanne
Kosieradzki
Advocates for Human Rights
• Volunteer research assistants verify research on the implementation
of domestic violence laws in Croatia. This research is part of a report
containing qualitative reports, victim’s stories and their experiences
with the legal system and judges.
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”This experience really opened my eyes to the incredible
need for volunteers and the importance of pro-bono work.
While I may not ever want to see another footnote for as
long as I live…I walk away with an even greater drive to
work in the non-profit arena.”
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*Service learning done in Law and the Lives of Women taught by Jeanne
Kosieradzki
Breaking Free
• This is an organization dedicated to the protection of the
rights of victims and survivors of domestic sex trafficking
and prostitution. Research interns identify and prioritize
gaps in Minnesota Law and the criminal justice system
that are consistent with this mission.
• “This experience has been invaluable. I believe
that I will engage in other public service work in
the future. It may not necessarily be on this topic
or involving women, but there are many issues
that need to be fixed, and I want to help.”
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*Service learning done in Law and the Lives of Women taught by Jeanne
Kosieradzki
Gender Justice
• This is a non-profit organization based in the Upper Midwest, which
seeks to eliminate gender inequality through litigation, public policy
advocacy and education as well as training programs. They
frequently allow Legal Studies students a chance to participate in
service learning performing litigation associated tasks.
• “I am glad I got this experience. I am thinking about
letting them know I would love to volunteer more if they
ever needed it.”
• “I never knew administering the law was such a complex
process.”
• *Service learning done in Law and the Lives of Women taught by Jeanne
Kosieradzki
WATCH
 Volunteers monitor court cases in Hennepin County
involving domestic violence, sexual assault, and or
child abuse/neglect and report significant data so
that the information can be used to track individual
cases as well as important trends. It may be
disseminated in newsletters and/or to those with the
authority to change policies and procedures within
the justice system.
 *Service learning done in Law and the Lives of Women taught by Jeanne Kosieradzki
Home Line
 HOME Line provides free legal, organizing, educational and
advocacy services so tenants throughout Minnesota can
solve their own rental housing problems. HOME Line
works to improve public and private policies relating to
rental housing by involving affected tenants in the process.
 “The people are truly wonderful, reasonable,
personable, and eager to teach. The lack of
finances is actually a positive aspect for our
learning, because it teaches us how to work within
the means of our future employers and still get the
job done.”
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*Service learning offered in Real Property taught by Professor Leondra Hanson
Wills for Heroes
 Volunteer attorneys and paralegals assist with the
preparation of wills and other estate planning
documents for first responders and their
spouses/domestic partners.
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Service learning to be offered in the fall 2012 probate class taught by Mark Karon
MN Women’s Consortium, Girls International Forum, YWCA, Chrysalis, women's
shelters, MN Women's Prison Book Project, Birds & Bees Project
 Your service-learning experience will be an important “text” to
be studied, analyzed and discussed in class in order to learn more
about women’s voluntary organizations. Service-learning draws
on your work for and observation of an organization as a way to
enrich your academic learning as a part of a cycle of study, action
and reflection.
 You will learn about the structure, function, and history of your
chosen organization while you study the broader context of
women’s history; while at the same time, you will learn how to
put your feminist scholarship “in action,” to build bridges
between women’s studies scholarship in the academy and its
application in our community.
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* Syllabus language about service learning done in Feminist Scholarship in Action: Women
Organizing for Social Change taught by Kristen Mapel Bloomberg.
Incorporating learning outcomes into LEAD
experience
LGST learning outcome
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Produce reasoned legal analysis.
Demonstrate writing and speaking skills
necessary to communicate in professional
and academic legal settings.
Demonstrate mastery of legal citation.
Demonstrate knowledge of technology
relevant to the legal profession.
Locate primary and secondary legal
resources using print and electronic tools.
Fulfill legal and general ethical obligations
in academic and professional settings.
Evaluate legal issues in diverse cultural
contexts.
Lead syllabus language
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3. Complete a career development center lead learning agreement .
Each student’s learning contract must contain learning objectives
within the academic, professional and/or personal areas as follows:
(a) the use of technology in a professional legal setting (probably either
an “academic” or “professional” learning objective);
(b) writing and speaking skills (probably either an “academic” or
“professional,” or perhaps a “personal” learning objective);
(c) the production of documents containing reasoned legal analysis
(probably either an “academic” or “professional” learning objective);
and
(d) understanding the effect/importance of diverse cultural matters-gender, race, ethnicity, age and/or (dis)ability--within the context of
legal issues (probably either an “academic” or “professional” learning
objective).
*Language taken from Jerry Krause legal studies syllabus