Upload
spencer-lewis
View
217
Download
0
Tags:
Embed Size (px)
Citation preview
Beyond Service Learning:Intellectualizing TC Students and the Public
Elizabeth Lopez & Baotong GuGeorgia State University
[email protected] [email protected]
ATTW ConferenceSan Francisco, March 2005
Overview
Our Service Learning Model Defining Service Learning Our Model in Action
• Educating Students
• Educating Organizations
• Cases Conclusions
Our Service Learning Model
Students
Teachers & Higher Education
Organizations
Defining Service Learning
Service Learning is…
a reciprocal, reflective, and responsive synergy
among students, organizations, teachers,
and institutions of higher education
that involves both service and learning
Characteristics of Effective Service Learning
Relationships are collaborative and reciprocal
• Expectations and standards are negotiated
• Roles are clearly defined and understood Participants are reflective about their involvement Parties are responsive to the needs of others All participants are served in some way Learning occurs in complex ways and by all involved
Service Learning Model in Action: The Grant Writing Course
Cross-listed (upper undergraduate and graduate) Offered twice so far at Georgia State Enrollment around 20-25 each semester Huge demand of grant writing service in Atlanta
Educating Students (1)—Understanding the Process
• Selecting a good client and project
• Conducting thorough research
• Selecting a potential funding source
• Making good matches between the client and the foundation
• Writing a killer grant
• Performing good follow up
Educating Students (2)—Defining Student and Teacher Roles
Student’s Roles As a member of this class As a member of the organization As a member of the community and the society at large
Teacher’s Roles As your instructor As your supervisor As your grant reviewer As your friend and colleague
Educating Students (3)—Project Selection Criteria
A reputable organization Good, worthy project Access to client Reasonable amount of research Scope appropriate for a team of 1-3 people Doable in the time frame Technically and cognitively within reach
Educating Students (4)—Student & Client: Asking Questions What’s your mission? What programs/services do you offer? What programs/projects are you seeking funding for? Do you have a project plan? Do you have anybody on staff working on writing grants? How much access would I have to information and the contact
people? What’s the scope of the project and what’s the timeline like? How much access to us do you expect? What available information on the organization do you have that we
can currently access? What’s your history of grant seeking? Any successful grants in the
past?
Educating Students (5)—Strategic Planning Organization’s Strategic Plan
• Mission• Goals and Objectives
Organizational Characteristics• Leadership and management• Physical Assets (office space, equipment, etc.)• Financial Resources• Recognition
Organizational Strengths Organizational Problems or Weaknesses Proposed Organizational Activities
(Adapted from Mikelonis, Betsinger, & Kampf. 2004. Grant Seeking in an Electronic Age. Allyn & Bacon)
Educating the Organization (1)—Coordinating Student-organization Relationship
How
• Instructor communicating with organization
• Students copying me their email communication with client
• Alerting the client about this
• Direct communication between me and client if necessary Why
• To keep posted of student’s progress
• To be better informed about the client
• To spot any potential red flags
• To provide timely help whenever necessary
Educating the Organization (2)—Defining Expectations
What organizations can expect from our students:Commitment to the project
Ready access (easy to reach via email, phone, or f2f contact)
Respect for and understanding of your organization
Reasonable amount of research
Reasonable quality in writing
Reasonable time commitment: several hours a week (please be
understanding of the fact that nearly every student has a full course load)
Educating the Organization (3)—Defining Expectations
What we expect from the organization Your commitment to the project A clear vision (mission statement) A good project plan (this is your responsibility) Important, sometimes sensitive, information if needed, such as
budget Easy access to you (via email, phone, or f2f contact) Timely response No illegal activities
Case 1—GMAAC Student’s Email to InstructorClient failed to provide the needed info by the deadlineClient stalled by sending student back to the instructor for
clarification on leadership and management structureStudent felt client was reluctant to provide info or didn’t have itClient said they only needed funds for a full-time or part-time
coordinator for the family literacy programCurrent program funding was being used for ESL immigrants
when it was supposed for refugees and asylumsClient sent in an initial inquiry proposal for $30,000 to Ford
Foundation, and when pressed by the foundation about some aspects of the proposal, changed funding request to $10,000.
Student felt the client wanted her to do an insight, plan, and implementation proposal all at once.
Case 1—GMAACInstructor’s Reply to StudentPotential Red Flags No project plan
• Best case scenario: client only had a vague initial idea about the project, had yet to figure out the rest
• Worst case scenario: Client only interested in getting the money Discrepancy between whom they were supposed to serve and whom they were
actually serving• Best case scenario: shift of needs within the community• Worst case scenario: inappropriate or even unethical use of funding
It’s all the student’s job• Researching for whatever information she needed• Figuring out the program and its objectives• Working out a project plan• Identifying funding sources• Writing the grant application• Submitting the grant
Case 1—GMAACStudent’s Email to Client Hi, xxx
The organizational structure information Dr. Gu needs concerns how your organization is governed, by whom, what kind of hierarchy, etc. The purpose of this info is to understand the hierarchical structure so that further down the road I'll know whom to talk to to find some particular info, and I'll have a better understanding of your plan and whether your plan will work under that hierarchical structure.
xxx, it's very important that I receive a synopsis of your plan for servicing ESL immigrants under a separate Family Literacy program today. Additionally, I need the above information today by 5pm if I'm going to continue to proffer my service as your grant writer. I must e-mail my initial report and strategic plan to Dr. Gu today (Mon. Mar. 15th).
Also, Dr. Gu said that I'm only to assist you guys in finding a funding source--that we should work on that together. I'm still working on it, and I have to submit 2 viable sources by Wed. Additionally, I will start writing the grant this week. Let me know if you have any suggestions.
Case 1 Examined via Model
Relationships defined in different ways • Different expectations and standards from organization
• Roles defined among all parties but ignored/misinterpreted by organization
Strong reflection by student but not by organization Poor responsiveness from organization; unclear
communication between instructor and organization All parties served but not as expected Learning occurred in more complex ways than
expected
Case 2—The F CenterThis Particular Organization
F Center: a community network center Parent organization: a 501©3 organization Mission: to help close the digital divide Service offered: low-cost computer classes to low-income and
poverty-level residents Facility: ten 486 computers Funding sources: HUD and some other agencies
Case 2—F CenterTwo Versions of Their Situation
First Version Faces exhaustion of HUD funds by January 2002 Needs to become self sufficient through course fees Needs additional funds for computer upgrades and operating costs Has generated little funding with previous grant applications
Second Version Plan to hire a head grant writer to generate funds for operating costs and for
hiring three more grant writers Previous year’s budget for operating costs still accurate 90 users instead of the 400 claimed the first time, with 10-15 paying for
classes No recruitment efforts and HUD funds good only through January 2004 Center’s priority: securing operating costs for two years after HUD funds run
out rather than securing means for self sufficiency through courses
Case 2—F CenterStudent’s Perception of the Situation
What He Was Told What He Found Out 400 registered users Nobody using the center during any of
his visits
$7,200 on new hardware 10 old 486 computers
Large amount of money from funding sources for a paid intern
Him being the only intern, and not paid; supervisor evasive about the subject
Committed to serve local community No plan of how; no statistics for track records; no followup
$20,000 from HUD according to statements in previous grant applications
$37,000 from HUD according to center’s budget
Case 2—F CenterThe Ethical and Legal Problems
Budget gap
• HUD fund for operating costs: $37,000
• Wages budgeted: $27,000
• Actual wages total: $14,000
• Wage budget unaccounted for: $13,000
• A big part of the total budget unaccounted for Disappearing course fees: $5,600 ($800 x 7) C wants $44,000 for operating costs, but budget says $37,000 C wanted to invite HUD people for a fundraiser, but G said no
for fear of an audit
Case 2—F CenterStudent’s Perception of Causes of Failure
No established need No methodology No results evaluation No clear qualifications No plan No accurate financial information
Conclusion—Service Learning Model: Different Dimensions
One dimensional Two dimensional
• Organization-Higher Ed: consulting, grants/funding
• Organization-Student: internships
• Student-Higher Ed: traditional projects/cases
Three dimensional
• Service learning synergy
Students
Teachers & Higher Education
Organizations