Symposium to discuss service
learning, community engaged
learning, internships or cooperative
learning in the community
Friday 15 June 9-12pm
9.05— Kerry Shepherd, University of Otago.
Theorising Community based learning
9.30— Eric Pawson, University of Canterbury
Research focused community learning
9.50— Sonja Gallagher, AUT University
Ten years of Cooperative Learning
10.10— Grant Duncan, Massey University.
The promise of service learning
10.20— Jessica Johnston, University of Canterbury
Should community groups pay interns.
10.30— Sara Kindon, Victoria University.
Who Benefits From Community Learning
10.40—Trudy Geoghegan, PhD candidate (Chemistry)
Why students benefit from community outreach
10.50 —Rachel Spronken-Smith, University of Otago,
Discussant
11.10—Martin Tolich--Questions, Agendas, Networks
Theorising community-based
learning
Or how might community-engagement be
supporting learning in areas that more
conventional university teaching does not?
Kerry Shephard, HEDC, University of Otago
One example to work with: your challenge, should you
choose to accept it, is to produce business graduates
with social responsibility
• Developing countries often have huge economic disparity
• Universities educate business graduates who may choose to
profit from this or to change it
• Business graduates from the best universities get to choose
which job they accept
• Will they accept the well-paid job that may not promote social
responsibility or the less well-paid job that might?
• What can universities do to tip the balance and is it their role
to attempt to do so?
Do universities want to ‘tip the
balance?’
• Are they critic and conscience of society or just part of the
economic and cultural machinery?
• What areas are we most interested in?
– Sustainability and environmental education
– citizen education
– ethical business
– patient-centred medicine (just one example of the
development of professional values)
– and more
• What is the role of higher education in these areas? … an ongoing and contested field (Fish, 2008; Butin, 2008)
If universities do want to change the
ways that the world works, how might
they go about it?
• Some educational theories and models
• Service learning and community engagement in practice
• Assessment, evaluation and research
Some educational theories and models
• Self efficacy and social cognitive theory (emphasises individuals’
perceptions of their own capability and how these can change;
Bandura, 1992)
• Scholarship of discovery, integration and application (developing an
inclusive view on the human condition; Boyer, 1990)
• Citizen education (civic and political elements and social/moral
responsibilities; University of Southampton, 2008).
• Cultural competences and critical incidences (e.g. to overcome
unconscious bias; extensive literature in psychology)
• Transformational learning and critical thinking (emphasising
assumptions that underpin understanding; Mezirow, 1991)
• More….
Service learning and community
engagement in practice
How will the University of #### educate socially responsible business
graduates?
– Work with real problems (e.g. each student to adopt a real family
enterprise unit, with the aim of taking them above the poverty
line)
– Include reflection in all learning and assessment activities
– Evaluate programme to include social responsibility elements
– Evaluate the impacts of these interventions on the community
– Work hard to develop and maintain community linkages and trust
How context-dependent is the ethics of service learning?
What are the critical elements?
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Development of trust between university and community
Developing a campus culture of social responsibility
Mentoring of academic staff to achieve results
Funding community partnerships
Keeping track of student competencies
Assessment, evaluation and research
• Formative assessment: indicators of social responsibility
• Summative assessment: challenging!
• Cohort evaluation: measurement instruments based on free
choice and anonymity
• Institutional civic engagement (Land 2001; Boland 2011)
References
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Boland J A (2011): Positioning Civic Engagement on the Higher Education
Landscape: Insights from a civically engaged pedagogy, Tertiary Education and
Management, 17:2, 101-115
Bandura A (1992), “Social cognitive theory”, in Vasta, R. (Ed.), Six Theories of Child
Development, JAI, Greenwich, CT, pp. 1-60.
Boyer E (1990), Scholarship Reconsidered: Priorities of the Professoriate, Carnegie
Foundation for the Advancement of Teaching, Stanford, CA.
Butin D W (2008) Saving the University on His Own Time: Stanley Fish, ServiceLearning, and Knowledge Legitimation in the Academy Michigan Journal of
Community Service Learning Fall 2008, pp.62-69
Fish S (2008) Save the World on Your Own Time New York, NY: Oxford University
Press.
Mezirow J (1991). Transformative Dimensions of Adult Learning. San Francisco, CA:
Jossey-Bass.
University of Southampton (2008) Teaching citizenship in higher education
http://www.southampton.ac.uk/citizened/
Final draft city plan, 2011
the 10’s are ‘neighbourhood hubs’
3
2
1
1 Chester St East
• What defined the neighbourhood
before the earthquake?
• How does this differ to what
exists now?
• How does the neighbourhood fit
with the draft Plan?
• What lessons can be learned
about creating or maintaining
‘inner city living’ in Christchurch?
What processes should be
established to best create efficient
and effective outcomes for CCC an
Chester East Residents’ Association?
2 Peterborough Village
• How viable are the options for
post-earthquake recovery in
Peterborough Village?
• What opportunities exist for
stream restoration and its
facilitation?
• What are the options for
foundation rebuilding?
• What different types of landshare agreements exist and what
are the residents’ perspectives on
these?
3 Victoria Street
• How do stakeholders view the
place of Victoria Street postearthquake? What initiatives
do they favour for the rebuild?
• How can Victoria Street
develop a distinct identity
within the central city?
• What can be learned from a
combination of international
best practice and themes from
the ‘creative cities’ concept?
George Kuh’s ‘high impact’ educational
practices
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first-year seminars and experiences
common intellectual experiences
learning communities
writing-intensive courses*
collaborative assignments and projects**
undergraduate research**
diversity/global learning*
service learning, community-based learning**
internships
capstone courses and projects*
TEN YEARS OF COOPERATIVE EDUCATION
A History of the Cooperative Education
Bachelor of Arts Applied
Programme at AUT University
Keryn McDermott, Sonja Gallagher and Melody
Cooper
What is it?
• Cooperative education programmes delivered by
eleven Schools at AUT University
• The focus of this history is the paper in the Schools of
Social Sciences and Languages
It is a 30-credit, year long core paper final year of a BA
(Capstone)
Workshops: career planning, job seeking skills,
business ethics, reflective practice and writing occurs
prior to students self-selecting a workplace.
Learning agreements inform 150 hour placements:
oral presentation and portfolio reflecting on the
experience.
Academic
Supervisors
Students
Workbased
supervisors
Outline of development
1997
2000
2006
2007
2009
2011
• Started with the BA (Japanese)
• By 2000 the cooperative education paper was included in four
programmes: BA (Chinese); BA (Japanese); BA (Social Sciences) and BA
(Fashion Technology)
• Research Project assessing sponsors’ satisfaction with the programme
• Increased complexity of majors in Languages and Social Sciences
• Introduction of e-portfolios to students
• Nurturing the partnerships with industry based co-op supervisors
• Student numbers double
Examples of Placements in the Social
Sciences Iteration
2000
2004
2007
2011
• TV3, Auckland Theatre Company, Stamford Plaza, Pageworks.
• Amnesty International, Auckland City Council, Mental Health
Foundation, The Peace Foundation, Te Puni Kokiri, Point Research
• Police, Oxfam, Department of Corrections, Chinese New Settlers
Services Trust, Odyssey House, Global Youth Foundation
• Mason Clinic, Victim Support, Department of Corrections, Police,
World Vision, Auckland Council, District Health Boards, Peace
Foundation
Sponsor Feedback
• A research project designed to enhance the programme
and the relationship with work based supervisors.
McDermott, K. (2008). Addressing the weak link:
enhancing support for the sponsors of student placements
in cooperative education. Asia Pacific Journal of
Cooperative Education, 9 (1), 91-111.
Phase 1: survey of work based supervisors
Phase 2: interviews
Findings of Research Project
• Reasons for choosing to supervise a student on
their placement?
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Injection of fresh ideas, enthusiasm
Another pair of hands
Enhancement of diversity of the workforce
To forge links with industry and the community
Effective and economical recruitment technique
• What aspects of coop have been most rewarding?
- opportunity to network and connect with the
community
- the student’s development and growth in confidence
- Impressed by the quality of the students’
contributions.
• Suggestions for improvement?
- more communication between School of Social
Sciences and the workplace;
- introduce an orientation programme for sponsors to
clarify purpose and processes
STUDENT FEEDBACK
• We continue to conduct reviews of the coop
paper by getting student feedback..
2007
• 87% of social sciences students believed the
paper was useful for personal, professional and
academic development
• A number of students concerned with workload
2008
2009
• Some mature students did not see the value of
doing co-op.
• Student up-take of eportfolios varied.
HOW HAVE WE RESPONDED TO THIS
FEEDBACK?
• Provide copies of Andy Martin & Helen Hughes series of pamphlets:
“How to make the most of work integrated learning”
• Students given the option of submitting paper or eportfolios
• Reduced number of workshops by condensing content and
delivering more material on-line
• Substituted some workshops with voluntary drop-in sessions with
coordinators
• Trialled an annotated bibliography as an alternative assessment
• Reduced required analysis of achieving four learning outcomes and
two key experiences
• Developed an alternative delivery plan of three one semester
iterations to replace the full year paper
Nurturing the relationship with industry
partners
• November 2011
“Celebrating Excellence & Success”. Gathering
of work based supervisors, academic
supervisors and students. Awarded a
‘supervisor of the year’.
• March 2012
Previous work based supervisors invited to an
event: “The Changing Face of Auckland”
E-Portfolios
• Students required to write a 10,000 word reflective portfolio
documenting their reflections and learning experiences. Paper-based
portfolio demanding, time consuming and considered outdated. Did
not reflect the needs of contemporary workplaces.
E-portfolios more dynamic and flexible and less ‘teacher centred’ and
more ‘student directed’.
It is described as “a digital handbag which uses digital tools to
document, store and organise information” (Stefani, Mason & Pegler,
2007, p.9).
McDermott, K., & Gallagher, S. (2011). Integration of eportfolios into
cooperative education: lessons learnt. Asia-Pacific Journal of Cooperative
Education, 12(2), 95-101
• E-portfolios using the Mahara software
introduced in 2009
• Training opportunities well attended and the
video tutorials were popular.
• Results of informal surveys: Languages
students more positive, prior experience of
electronic learning. 24 out of 27 students used
maharasoftware to submit their portfolios.
Social Science students indicated that the
software was complicated and hard copies
COMMUNITY OF PRACTICE
• The following organisations informed the
development of our coop programme:
-NZ Association for Cooperative Education
(NZACE)
-Asia Pacific Journal of Cooperative Education
-AKO Aotearoa
- Australian Collaborative Education Network
• AUT is hosting the next NZACE Conference 21-23
April, 2013 at the Manukau Campus at AUT
University. The theme will be Strategic Directions.
• Please note that the following presentation will
focus on a placement at World Vision by Melody