Transcript Template of Loras Logo With Purple and Gold

Deb Sazama and Maggie Baker
Loras College, Dubuque, IA
Engaging an Academic Program in
Building Partnerships to Promote
Community-Wide Childhood Wellness
Frameworks that Guide our Practice
 Transformative and reciprocal
partnerships
 Evaluating impact and learning
(community impact and student learning)
 National Association of Sport and Physical
Education (NASPE) Guidelines
 Loras College Mission and Dispositions
Loras, as a Catholic liberal arts college, creates a community of
active learners, reflective thinkers, ethical decision-makers,
and responsible contributors in diverse professional, social,
and religious roles.
How do we define transformation?
 Institution of higher education
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Creating learning opportunities
Sustaining learning opportunities
Other?
 Community partner organization
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Building capacity
Recruiting dependable staff
Other?
Can we do it all???
We are only human – with dwindling
budgets and more complex demands placed
upon us, how can we manage to make sure
systems and students are being
transformed?
We had to ask ourselves:
 What resources and assets do we have to
leverage to meet identified need?
 Potential partners that are untapped?
 Who is willing to partner and engage?
 Are there places we can collaborate
instead of replicate?
A framework informed by the work of Enos
& Morton guided us
Criteria
Transactional
Transformative
Basis of Relationship
Exchange-based and utilization
Focus ends beyond utilitarian
End Goal
Satisfaction with Exchange
Mutual increase in aspirations
Purpose
Satisfaction of immediate needs
Arouses needs to create larger
meaning
Roles Played by Partners
Managers
Leaders
Support of existing institutional
goals
Accepts institutional goals
Examines institutional goals
Boundaries
Works within the systems to
satisfy interests of partners
Transcends self interest to
create larger meaning
Partner Identity
Maintains institutional identity
Changes group identity in larger
definition of community
Scope of Commitment
Limited time, resources,
personnel to specific exchanges
Engages whole institutions in
potentially unlimited exchanges
Enos, S. & Morton, K. (2003). Developing a theory and practice of campus-community partnerships. In B. Jacoby & Associates (Eds.),
Building partnerships for service learning (pp. 20-41). San Francisco: John Wiley & Sons, Inc.
Loras College Division of Physical Education and
Sport Studies
 Six full time faculty and roughly 190 majors
Athletic Training (1)
 35 majors
Physical Education Teacher Education (2)
 40 majors
Sport Management (2)
 55 majors
Sport Science* (1)
 60 majors
 3 Institutions of Higher Education
 Dubuque Community School District
 Holy Family Catholic Schools
Depth & Complexity Graphic
Depth & Complexity
Time
One time events and projects
Short-term placements
On going placements, mutual dependence
Core partnerships, interdependence
Transformation, joint creation of
work and knowledge
One-time events/projects
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Homeschool Physical Education
Go the Distance Day – Live Healthy
Iowa Kids
Dubuque Community School
District (DCSD) (4th graders)
St. Columbkille Elementary (entire
school)
Loras Health and Wellness Day (All
PESS Programs)
Preschoolers on the Move (J-term)
Personal and Community Health (Jterm)
St. Joseph Preschool
P.A.L.S. (Physical Activity with Loras
Students)
Unified Health
St. Columbkille Fitness Clinic’s
St. Columbkille Fun Run
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Dubuque Community School District
Physical Educator In-Service
City of Dubuque Leisure Services After
School Program
St. Mark’s Community Center
Moving Up Program 3rd-5th
Kids Connection k-2nd
Wellness Fair Elementary Schools
Fitness Testing Senior High School
Adaptive Aquatics Hempstead High
School
Dubuque Lutheran School
Chorale Festival Activities
Parents Night Out
Church Programs
Special Olympics
Depth & Complexity Graphic
Depth & Complexity
Time
One time events and projects
Short-term placements
On going placements, mutual dependence
Core partnerships, interdependence
Transformation, joint creation of
work and knowledge
Short-term placements
 Go the Distance Day
Dubuque Community School District (DCSD)
(4th graders)
St. Columbkille Elementary (entire school)
 Loras Health and Wellness Day
 Dubuque Community School District Physical Educator
In-Service
 Extended School Time
City of Dubuque
St. Mark’s Community Center
 Fitness Testing at Public High School
 Dubuque Lutheran School
Depth & Complexity Graphic
Depth & Complexity
Time
One time events and projects
Short-term placements
On going placements, mutual dependence
Core partnerships, interdependence
Transformation, joint creation of
work and knowledge
On-going placements/mutual dependence
 Go the Distance Day
Dubuque Community
School District (DCSD)(4th
graders)
St. Columbkille Elementary
(Entire School)
 Loras Health and
Wellness Day
 Elementary Wellness Fair
 Fitness Testing at Public
High School
 Extended School Time
City of Dubuque
St. Mark’s Community
Center
 Dubuque Lutheran
School
 P.A.L.S. (Physical Activity
with Loras Students)
 Condensed Courses
Preschoolers on the Move
Personal and Community
Health
Depth & Complexity Graphic
Depth & Complexity
Time
One time events and projects
Short-term placements
On going placements, mutual dependence
Core partnerships, interdependence
Transformation, joint creation of
work and knowledge
Core partnerships/interdependence
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Healthiest State Initiative – Live Health Iowa Kids
City of Dubuque Park and Recreation Program
Extended School Time – St. Mark Community Center
Dubuque Community School District – Public School
Dubuque Lutheran School – Private School
Holy Family Catholic Schools – Private School
Depth & Complexity Graphic
Depth & Complexity
Time
One time events and projects
Short-term placements
On going placements, mutual dependence
Core partnerships, interdependence
Transformation, joint creation of
work and knowledge
Transformation and The Community!
 1500 Children are Learning about Health
Wellness and Fitness a Year in Dubuque, IA!
 Supporting Governor Brandstad’s Goal of being
the Healthiest State in America!
Transformation and Student Learning!
 Approximately 100 PESS Students Engaged in 90 Hours
of Community Based Learning in 9 Courses!
Continuing the Transformation
 5 continue in full or part time professional
positions within the Dubuque Community
enhancing Childhood Wellness
Your Turn
 Interactive exercise utilizing the Depth and
complexity handout
Identify a need
One-time or short-term project
See questions
Your Turn
Depth & Complexity
Time
One time events and projects
Short-term placements
On going placements, mutual dependence
Core partnerships, interdependence
Transformation, joint creation of
work and knowledge
Question to consider
 What resources and assets do you have to
leverage?
 Who are your potential partners?
 Are there places you can collaborate
instead of replicate?
 How does each partner define
transformation?
 What are your intended outcomes?