Friday, January 30, 2009

STEM--Call for Papers, Deadline Extended

We have extended the deadline for the Call for Papers for the Developing a Good Heart in STEM: The First Summit on Incorporating Social Justice and Service-Learning into the STEM Curriculum event to be held in Ithaca, NY. The extended deadline is February 13, 2009. Additionally, we have confirmed Pamela Proulx-Curry, Ph.D. to join us for the keynote address.

Pennsylvania Campus Compact and New York Campus Compact, with support from Learn & Serve America and Ithaca College, are collaborating to support faculty members in the disciplines of science, technology, engineering and mathematics. We invite STEM faculty members and other interested partners to participate in the event called: Developing a Good Heart in STEM: The First Summit on Incorporating Social Justice and Service-Learning into the STEM Curriculum. The keynote address will be given by Pamela Proulx-Curry, Ph.D.

Call for Papers-Deadline Extended to February 13, 2009- More info is available at the event web page at http://www.paccompact.org/News-STEMSummit.htm

Save the Date: The summit will take place June 11-12, 2009 at Ithaca College (Ithaca, NY). Registration will open in March.

Questions regarding the event can be directed to Kate Dantsin at kdantsin@paccompact.org or 717-796-5072 x5.

Wednesday, January 28, 2009

Call for Chapters: Cultural Dynamics and Tensions within Service-Learning

Title: Exploring Cultural Dynamics and Tensions within Service-Learning

Editors: Trae Stewart, Ph.D. (University of Central Florida) and Nicole Webster, Ph.D. (The Pennsylvania State University)

Interpersonal and group interactions inherently require negotiating between diverse cultural practices and ideologies. Although we navigate these differences with relative ease everyday, some instances result in more palpable cultural conflict which can create a barrier to the achievement of goals. Service-learning is no exception.

The literature on the impact of service-learning on participants' acceptance of diversity and development of open-mindedness reports mixed outcomes. Some scholars have found that a primary benefit from service-learning is the opportunity to work with and learn about people whose lives and identities are different from our own. In contrast, an equal number of scholars warn against the dangers of service-learning in reifying stereotypes and conflicts.

This interdisciplinary text will address diversity and cultural conflict in the practice of service-learning within K-12 and higher education. With this in mind, we aim to support a polyvocal approach to defining cultural conflict and discovering effective strategies for marshaling service-learning productively in courses and programs. Written to be accessible and useful to service-learning researchers and practitioners, the text will serve as a resource for all who are engaged in educating students to become active, culturally affirming, and critical participants in democratic societies.

We solicit submissions from a range of genres, including theoretical/conceptual pieces, position papers, case studies, and other traditional academic essays. Manuscripts that address the topic of cultural tensions in service-learning and that simultaneously focus on one or more of the following areas are most welcomed:

  • theoretical, philosophical, historical, or methodological approaches to/reviews of culture and service-learning

  • cultural impacts, assumptions, tensions, and/or conflicts related to the practice of service-learning (conscious or unconscious)

  • pieces that include the following cultural variables - ability, religion, SES, gender, physical appearance, nationality, sexual orientation/identity, ethnicity, linguistic heritage, and health status

  • the interplay of cultures in international or domestic service-learning programs

  • psychosocial dynamics and outcomes connected to engagement in service-learning
Submission Procedure:
Interested authors should email a 250 word abstract of their proposed chapter to nsw10@psu.edu by March 1, 2009. Invited authors will need to submit completed chapters of 5,000-7000 words (20-25 pages, including references, tables, and images) by August 15, 2009. We welcome questions about specific article ideas.

Inquiries and submissions should be forwarded electronically to:
Nicole Webster, nsw10@psu.edu

Call for Papers: Third International Symposium on Service-Learning "Service-Learning in Higher Education: Educators, Communities, and Students"

Call for Papers:
Third International Symposium on Service-Learning
"Service-Learning in Higher Education: Educators, Communities, and Students"
University of Indianapolis-Athens, Athens, Greece
November 22-24, 2009

Symposium Background & Purpose
Universities increasingly are embracing service-learning as a model to integrate community service with learning and research. If service-learning is considered a "social movement" or "social reform" affecting higher education, a number of pertinent questions must be addressed so that service-learning can be rooted in the fabric of higher education. This symposium encourages participants to explore a wide range of issues related to research, curriculum design, assessment, institutional support, community connections and partnerships, and student development, with the goal of providing participants with perspective on critical issues, paradigms, and challenges in service-learning in higher education.

Guidelines for Proposal (Abstract) Submission
E-mail your submission with the proposal attached as a Word document to lin@uindy.edu
Hard copies or CDs should be mailed to:
Dr. Phylis Lan Lin, Symposium Chair, University of Indianapolis, 1400 East Hanna Avenue, Indianapolis, IN 46227, U.S.A.

Proposal or abstract should include:
1. Presenter information (name, mailing and e-mail addresses, phone & fax numbers)
2. Selected format of presentation (oral presentation, roundtable discussion, poster, or workshop)
3. Title and affiliation (institution or organization)
4. Proposal or abstract (in English, not to exceed 300 words)
5. Biographical data (in English, not to exceed 200 words)
6. Selected track, or four or five keywords
7. Indication of technological support needed
Deadline for submission of proposals: March 30, 2009

The Program
The program will commence at 6 p.m. with Opening Ceremony & Welcome Reception on November 22. Plenary and concurrent sessions, presentations, roundtable discussions, students' forum, poster presentations, and featured keynote addresses will take place on November 23 and November 24 from 9 a.m. to 6 p.m. Participants will enjoy session time shared at the Athens Cultural Center,
adjacent to the University of Indianapolis-Athens and at the foot of the Acropolis. Field trips to visit some service-learning sites will be arranged. Pre- and/or post-conference excursions will be arranged on request. The preliminary program will be available on the symposium Web site on September 30, 2009.

For a full call for papers/abstracts and for further information on the symposium please visit http://www.uindy.edu/issl2009

Organized and Sponsored by the University of Indianapolis, Indianapolis, Indiana, USA
Cosponsored by:
University of Indianapolis-Athens, Greece
Indiana Campus Compact, USA
Miami University Hamilton, USA
Ningbo Institute of Technology, Zhejiang University, China

Wednesday, January 21, 2009

International Partnership Institute at Portland State - Call and Open Registration

INTERNATIONAL PARTNERSHIP INSTITUTE
"Reciprocal Partnerships: Transforming Higher Education and Community for the Future"
May 18 & 19, 2009; Portland, Oregon
Registration: $200

The First Annual International Partnership Institute will convene an international group of faculty, students, community partners and administrators who are similarly interested in advancing the understandings and practices of community-higher education partnerships. The Institute is organized around two goals: building a strong knowledge-base of partnership understandings and practices; and creating an international network to improve partnership development in higher education. The motivation for establishing the Institute is to address a critical gap in the broader field of community engagement in higher education by better understanding community-campus partnership development.

Partnerships must be at the center of all proposals submitted. To be sufficiently competitive, proposals that focus on program descriptions, program evaluations, or "how-to" strategies must describe how the topics discussed will advance the nature, quality, and/or quantity of partnerships. Pure descriptions of community-higher education partnership programs are unlikely to be accepted unless they are accompanied by analysis that advances understanding and knowledge in the field.

Topics for presentations should address one or more of the following:
- Community partnerships and community impact;
- Implications of partnerships on pedagogy and instruction;
- Impact of partnerships on student learning;
- Implications of partnerships on faculty roles and rewards, and faculty development models;
- Disciplinary and interdisciplinary models for working in partnerships;
- Sustainability and partnerships; and
- Results of longitudinal studies.

Each proposal will be sent to at least two individuals for peer review. The following criteria will be used to evaluate proposals:
- Topic (originality, statement of problem/issue, importance);
- Relevance and clarity (application to the study of partnerships);
- Contributions to advancing community-university partnership research (methodological
contributions, theoretical significance, etc.);
- Implications for further research, practice, policy; development of ideas;
- Written proposal (quality of writing, clarity, logic, organization);
- Audience appeal; and
- Opportunities for discussion and interaction.

To be considered, all proposals must be received via electronic submission by 5:00 p.m. (Pacific), March 9th, 2009. All proposals will be peer reviewed by at least two reviewers, and notification of the results of review will be sent by the end of March.

There is no limit to the number of proposals that may be submitted by an individual or group of individuals. However, a proposal submission form must be completed for each proposal submitted.

Proposals must include:
1) Proposal Submission Form
2) A description of the presentation, including topic, format, and interactive elements (not to exceed 500 words)
3) Abstract of presentation that will be included in the conference program (not to exceed 75 words)

The proposal submission form http://www.pdx.edu/media/r/f/RFP_writable_form.pdf
is a writable PDF. Completed proposals should be saved as a PDF using the author’s name (eg., Smith_Proposal.doc), and submitted as an attachment to an email sent to Anya Hankin at ahankin@pdx.edu

Ninth International Research Conference on Service-Learning and Community Engagement Call for Proposals

The Experiential Learning Service of the University of Ottawa and the International Association for Research on Service-Learning and Community Engagement are proud to invite you to the Ninth International Research Conference on Service-Learning and Community Engagement. The conference will be held October 9-12, 2009, at the Westin Ottawa Hotel in Ottawa, Ontario, Canada.

The theme of the conference is Research for What? Making Inquiry Matter. While papers and posters on all aspects of research on service-learning and community engagement are welcome, the conference organizers are particularly interested in receiving proposals that address the goals underlying research, the most effective means of achieving them, and the implications of such goals for society; communities and community-based organizations, schools, colleges, universities, faculty, students, and scholarship. Is the research meant to transform academe? Deepen student learning? Improve community life, particularly for its more marginalized members and groups? Encourage engaged citizenship, participatory democracy, community mobilization, and/or social justice? What models or approaches are most effective? From an academic standpoint, does the research indicate that service-learning and community engagement are too often ideologically or advocacy-driven?

Conference information and the Call for Proposals are available online at http://www.researchslce.org/Files/2009Conference/Conference_Main.html. To be considered, all proposals must be received via electronic submission by 11:59 p.m. (Eastern Time) Friday, March 6, 2009. Incomplete proposal submissions will not be reviewed. All proposals will be evaluated by at least two reviewers. Notifications of acceptance will be sent by April 30, 2009.

Request for Proposals, William T. Grant Foundation

The William T. Grant Foundation has a longstanding interest in supporting research that can inform policy and practice. Our particular focus is on policies and practices that affect youth ages 8 to 25 in the United States. In this area, there are significant gaps between research and policy, and between research and practice. Researchers express frustration that policymakers and practitioners do not use or misuse research findings. Policymakers and practitioners suggest that research is often not relevant to their work or is not easily accessible or understood. Many researchers, research funders, and intermediary organizations have sought to address these gaps by encouraging the production of more rigorous research evidence, better research syntheses, and improved approaches to disseminating research evidence. Policymakers have also tried to improve the connection between research and practice by mandating the use of research findings through law or regulation.

Relatively little research attention has been devoted to understanding the user side that is, studying what affects policymakers and practitioners acquisition, interpretation, and use of research evidence. At the Foundation, we believe studies of this topic will increase our understanding of how to improve the production and subsequent use of research for and in policy and practice.

For the next several years, we anticipate supporting a group of research projects, with award amounts ranging from $100,000 to $600,000, covering direct and indirect costs for two to three years of work. Our total estimated budget for these projects is $1.5 million per year.

The Foundation will consider applications for newly initiated studies and add-on studies to existing projects. Add-on studies must address research questions not covered by prior funding from us or other funders, but can cover secondary analyses of existing data or collection and analyses of new data. We encourage interdisciplinary projects, and welcome applications from researchers in various fields and disciplines such as anthropology, communication studies, economics, education, family studies, human development, organizational studies, political science, prevention research, psychology, public administration, public policy, public health, social work, and sociology.

Applicants should submit letters of inquiry by May 12, 2009. Selected applicants will be invited to submit full proposals, which will be due by October 6, 2009. Funding decisions will be made at the Board of Trustees meeting in June 2010, and awards will be made available shortly thereafter.

See http://www.wtgrantfoundation.org for more information.

Service Learning and Social Enterprise: A SAGE Invitation to California Residents

Wanted: Service-Learning and Social Enterprise Advocates to be represented among the SAGE CALIFORNIA judges! As a supporter of youth entrepreneurship, service-learning and youth empowerment, we would be delighted to see you in San Mateo on May 15.

For What? To serve on a panel with other business, civic and education leaders who will evaluate the multimedia presentations made by the California high school student teams at the annual SAGE California Tournament, where California high school SAGE teams will participate in an annual competition based on their entrepreneurship and social ventures.

When: Friday, May 15: 8:30-9:00 am (judges briefing); 9:30 am-12:30 pm (Round 1); 1:30-5:00 pm (Round 2); Lunch will be provided; Awards Presentation 5:30 to 6:30 pm

Where: San Mateo Marriott San Francisco Airport

1770 South Amphlett Blvd

San Mateo, California 94402 USA

Phone: 1-650-653-6000

Fax: 1-650-653-6088

Sales: 1-650-653-6000

Sales fax: 1-650-653-6084 (Ask for SAGE rate)

What is SAGE? Students for the Advancement of Global Entrepreneurship (SAGE) is a global community of teenage entrepreneurs sharing a common purpose: to make the world a better place. Its mission is to help create the next generation of entrepreneurial leaders whose innovations and social enterprises address the major unmet needs of our global community. Under the direction of university student mentors/business consultants, youth use their school learning to become self-reliant, create wealth, and help others. At the end of each academic year, the SAGE teams participate in an interscholastic tournament to determine which teams were most effective. At this tournament, YOU are the REFEREE! (But you don't have to wear stripes or blow a whistle).

What Does a SAGE Judge Do? You will serve on a panel which evaluates the quality of a high school team's four-page annual report and its 15-minute multimedia presentation. SAGE judges are briefed at 8:30 am the day of the tournament. Moreover, all SAGE judges will have the opportunity to meet, interact and network with other SAGE judges, many of whom are (1) entrepreneurs, (2) business leaders, and (3) civic leaders.

Call for Paper Abstracts: Journal of Community Practice

Call for Paper Abstracts
Service Learning: Integrating Teaching, Research, and Service Through Community Engagement and Partnership A Special Issue of the Journal of Community Practice

The Editors of the Journal of Community Practice request empirical-based research, rigorous case studies, and conceptual papers based on theory or models of practice. Abstracts for this special issue should build on the literature and address one or more areas related to the service learning theme: Service Learning that enhances community engagement and partnerships, Service Learning that incorporates community-based participatory research, Service Learning that advances cross-cultural experiences through both local and international/global engagement.

Authors should send an extended abstract (2 to 3 pages: 750-100 words) and bibliography that describes their proposed contribution. Send abstracts in electronic format by February 28, 2009 to Ana Santiago, JCP Managing Editor at jcp@acosa.org Authors of selected abstracts will be notified to submit full manuscripts for anonymous peer review by May 2009. All works must be original and previously unpublished. Questions should be directed to Senior Editor of this special issue, Tracy Soska, at tsssw@pitt.edu.

The Journal of Community Practice is an interdisciplinary journal designed to provide a forum for the development of knowledge related to numerous disciplines, including social work and the social sciences, urban planning, social and economic development, community organizing, policy analysis, urban and rural sociology, public administration, and nonprofit management. The Journal of Community Practice is sponsored by the Association for Community Organization & Social Administration (ACOSA), and published by Taylor & Francis.

Friday, January 16, 2009

RFP on Understanding Acquisition, Interpretation & Use of Research Evidence in Policy & Practice - May 12 Letter of Intent Deadline

The William T. Grant Foundation has a longstanding interest in supporting research that can inform policy and practice. Our particular focus is on policies and practices that affect youth ages 8 to 25 in the United States. In this area, there are significant gaps between research and policy, and between research and practice. Researchers express frustration that policymakers and practitioners do not use or misuse research findings. Policymakers and practitioners suggest that research is often not relevant to their work or is not easily accessible or understood. Many researchers, research funders, and intermediary organizations have sought to address these gaps by encouraging the production of more rigorous research evidence, better research syntheses, and improved approaches to disseminating research evidence. Policymakers have also tried to improve the connection between research and practice by mandating the use of research findings through law or regulation.

Relatively little research attention has been devoted to understanding the user side that is, studying what affects policymakers and practitioners acquisition, interpretation, and use of research evidence. At the Foundation, we believe studies of this topic will increase our understanding of how to improve the production and subsequent use of research for and in policy and practice.

For the next several years, we anticipate supporting a group of research projects, with award amounts ranging from $100,000 to $600,000, covering direct and indirect costs for two to three years of work. Our total estimated budget for these projects is $1.5 million per year.

The Foundation will consider applications for newly initiated studies and add-on studies to existing projects. Add-on studies must address research questions not covered by prior funding from us or other funders, but can cover secondary analyses of existing data or collection and analyses of new data. We encourage interdisciplinary projects, and welcome applications from researchers in various fields and disciplines such as anthropology, communication studies, economics, education, family studies, human development, organizational studies, political science, prevention research, psychology, public administration, public policy, public health, social work, and sociology.

Applicants should submit letters of inquiry by May 12, 2009. Selected applicants will be invited to submit full proposals, which will be due by October 6, 2009. Funding decisions will be made at the Board of Trustees meeting in June 2010, and awards will be made available shortly thereafter.

See http://www.wtgrantfoundation.org

Wednesday, January 14, 2009

Call for chapter proposals: Monograph on Service Learning and Sustainability

Social Responsibility and Sustainability: Multidisciplinary Perspectives Through Service Learning

The monograph on Sustainability is to become the fifth volume of a series published by Stylus Publishing, LLC, http://www.styluspub.com/books/Books.aspx?type=topic&ID=334. The first three volumes, I. Gender, Equity and Violence, II. Race, Poverty, and Social Justice, and III. Research, Advocacy, and Political Engagement are already in print and the fourth, IV. Promoting Health and Wellness in Underserved Communities, is currently in copy edit to be released this Spring. Each volume is a collection of exemplary practice in service learning courses in multiple disciplines that teach civic engagement concepts around the volume theme. The Sustainability volume is well underway, but we seek 3-4 additional contributors.

Please follow the guidelines below for submitting a 2-3 page prospectus. Please keep in mind the following information concerning your chapter:

Purpose: The purpose of this volume is to serve as a source book for faculty who teach a variety of courses that have curricular content related to Sustainability and Socially Responsible practices. The goal is to give examples and guidance for faculty seeking to integrate service learning into courses. Each chapter should approach the general theme from the disciplinary perspective of the author thus forming a collection of multiple perspectives on this theme. Chapters written by interdisciplinary teams are especially welcome. Each chapter should demonstrate the power of service learning to help students explore course content and attain learning objectives through their participation in community-based work.

Theme: In developing the theme for this monograph we are focusing on the multiple dimensions to the practice of social responsibility by for-profit and not-for-profit entities. Chapters on social entrepreneurship, land use, alternative energy, and environmental stewardship are welcome.

Audience: The target audience for the series is the growing legion of faculty in higher education who are exploring the power of the service learning pedagogy for teaching civic engagement. The series will be suitable for faculty across all types of institutions and should be a useful resource for course development in all undergraduate years.

Guidelines
The prospectus should contain the following elements:

1. Your name
2. Your discipline
3. Contact information (department, campus, address, email, phone)
4. Brief Abstract (100-200 words)
5. Learning objectives and outcomes - what will the chapter attempt to address, what are the multiple discrete objectives for social responsibility, and what are the outcomes long and short term? What are the big ideas you are trying to convey to students?
6. Assessment - How do you measure qualitative changes through the process? How do you know if you have made a difference for anyone involved in the work? What measures did you use to assess process and evaluate at the end? Reflections on assessment for emergency preparedness work.
7. Methods / process - how will the proposed chapter approach the learning objective (ex: foundational knowledge, experiential approaches, theoretical knowledge, creative activities, reflections, other) Include a full explanation of how the methodology and/or process reached the objectives and outcomes (or not!)
8. Future directions (ex: questions to ponder, resources to explore, activities to pursue, suggestions for others who are involved in teaching social responsibility)
9. References - a brief bibliography

Please send the prospectus to:

Tracy McDonald, Ph.D.
Professor of Management
California State University, Chico
moonchuckle@sbcglobal.net

STEM Summit: Call for Papers

Call for Papers due February 1, 2009

For some time, service learning and social justice issues have been staples of the humanities and social science curriculum. The same can not be said of most Science, Technology, Engineering, and Mathematics (STEM) curricula. This summit, which will be held June 11th - 12th at Ithaca College, Ithaca NY, aims to gather faculty from STEM fields to discuss social justice issues and service-learning projects in these disciplines in order to learn from one another through the sharing of course modules, syllabi, best practices via presentations, workshops and networking opportunities. By building on the quality of existing faculty work, the summit will serve to expand the network of faculty in the STEM fields who integrate social justice issues and service-learning projects into their work.

We invite participants to submit abstracts for short presentations which demonstrate how service-learning projects are promoted and/or how social justice issues are incorporated into a STEM classroom. Topics may include, but are not limited to, theoretical assumptions, community-based research projects, model service-learning programs or curriculum, and/or pedagogical strategies. Abstracts should include the paper title, name and institution of each author, and text of up to 400 words describing the content of the presentation. Please submit abstracts electronically to Lisa Marano at lmarano@wcupa.edu. Include STEM Summit in the subject line of the e-mail.

Important Dates:

Deadline for submission: February 1, 2009.

Notification of Acceptance: March 15, 2009.

Compact Thomas Ehrlich Civically Engaged Faculty Award - application open

Campus Compact is now accepting online applications for the 2009 Thomas Ehrlich Civically Engaged Faculty Award.
The deadline is March 20, 2009.

The Ehrlich Award recognizes faculty for exemplary leadership in advancing students' civic learning and higher education's contributions to the public good, including teaching with engaged pedagogies, fostering reciprocal community partnerships, building institutional support for service-learning and civic engagement, conducting community-based research, and other means of acting on individual and institutional civic commitments. One award of $2,000 will be granted to a faculty member from a Campus Compact member institution. Up to ten finalists will also be selected and recognized.

Please note that for faculty committed to civic and community engagement, there are two major national awards: the Thomas Ehrlich Civically Engaged Faculty Award, from Campus Compact, and the Ernest A. Lynton Award for the Scholarship of Engagement, from the New England Resource Center for Higher Education (NERCHE). Both awards value community collaboration as well as institutional impact and honor engaged work across the faculty roles of teaching, research, and service. We encourage nominations for junior faculty (pre-tenure or early career at institutions with renewable contracts) for the Lynton Award and nominations for senior faculty (post-tenure or middle-to-late career at institutions without tenure) for the Ehrlich Award.

Please share information about these awards with your colleagues and consider applying or nominating someone else. For more information about the Ehrlich Award and a link to the online application form, see www.compact.org/awards/ehrlich. More information about the Lynton Award can be found at www.nerche.org.

Call for paper abstracts for special issue of JCP on Service Learning

Service Learning: Integrating Teaching, Research, and Service Through Community Engagement and Partnership

The Editors of the Journal of Community Practice request empirical-based research, rigorous case studies, and conceptual papers based on theory or models of practice. Abstracts for this special issue should build on the literature and address one or more areas related to the service learning theme:

  • Service Learning that enhances community engagement and partnerships

  • Service Learning that incorporates community-based participatory research

  • Service Learning that advances cross-cultural experiences through both local and international/global engagement
Authors should send an extended abstract (2 to 3 pages: 750-100 words) and bibliography that describes their proposed contribution. Send abstracts in electronic format by February 28, 2009 to Ana Santiago, JCP Managing Editor at jcp@acosa.org Authors of selected abstracts will be notified to submit full manuscripts for anonymous peer review by May 2009. All works must be original and previously unpublished. Questions should be directed to Senior Editor of this special issue, Tracy Soska, at tsssw@pitt.edu.

Friday, January 9, 2009

Civic/Community Engagement Conference on Service-Learning, Community Service and Civic Engagement

You are invited to submit a proposal for the Civic/Community Engagement Conference on Service-Learning, Community Service and Civic Engagement initiatives between higher education institutions and K-16 schools, students, and/or related-agencies/program. The Conference will be held on March 14, 2009 with a Pre Conference on March 13, 2009, at Coastal Carolina University in Conway, SC. Co-sponsored by Coastal Carolina University and South Carolina Campus Compact.

Through 50-minute thematic sessions and poster displays, presenters are asked to share their programs, projects, research or best practices in improving student success of K-16 students by increasing the graduation rate.

Special showcase sessions will highlight programs in the state that reach out and make a difference in the lives of K-16 students and provide services or support to assist those students to reach or obtain higher education. Those special showcase sessions will be part of a competitive grant opportunity to provide monetary support to assist with the creation and operation of a theme-related conference/workshop in their community.

Conference/Workshop Grants
Each Mind-Trust Delegate receives:
- $5,000 seed grant to assist with the creation and operation of a theme-related conference/workshop (one time grant) within two years of receiving the funding or all funds must be returned at the end of the two year period Each Mind-Trust Delegate must submit:
- Follow-up year - report on progress, report on conference/workshop, expenditures - presentation on conference/workshop
- Digital photos and/or video of conference/workshop events and speakers to be used at the annual conference or for promotional purposes

For more information please contact Deborah Kephart at 843-349-2665 or BiddleCenter@coastal.edu.

Pre Conference Session - March 13, 2009
The opening conference session is for representatives across the state (Mind-Trust Delegates) who have been identified as leaders in civic engagement efforts or have programs that impact student success in K-16 from a societal and/or higher education perspective. Delegates are identified by various statewide groups, organizations, and/or agencies (i.e. Campus Compact, State department, State higher education agency, U.S. Department of Education, etc.).

PROPOSAL FORM: http://www.coastal.edu/cec/conference/proposals.html

The Many Perspectives of Student Engagement - Call for Proposals

Wilfrid Laurier University and McGraw-Hill, Ryerson are pleased to announce a recent partnership to present The Many Perspectives of Student Engagement conference to be held in Waterloo, Ontario on Feb.
17-18th, 2009. Proposals are due Jan 14. - details at
http://www.wlu.ca/events_detail.php?grp_id=1573&ev_id=5753

Presentations should address one or more of the following sub-themes:

Theme:
Student engagement is increasingly seen as an indicator of student academic success. There is less clarity however, around how to encourage engagement or how it develops. As educators, what kind of learning experience do we want for our students? What are the best practices that combine the theoretical with the practical/applied? What examples can be provided of learning that is meaningful and relevant to students? There are many dimensions to student engagement - both within the classroom and beyond the classroom. This conference will explore both the theoretical and the practical expressions of student engagement.

Sub Themes:
Sub-themes of the conference provide opportunities for presenters to showcase research or applications of student engagement in the following areas:
- Faculty/classroom environments - engagement in the classroom
- Experiential learning - community service learning, co-op opportunities, community and volunteer projects
- Examples from National Survey on Student Engagement projects
- Examples of peer-to-peer learning (e.g. supplemental instruction, residential community learning environments)

Monday, January 5, 2009

2009 Service-Learning Summit: Building Sustainable Programs for Student Engagement Call for Presenters

Proposals due January 30th, 2009

March 5th-6th, 2009 - Pewaukee, WI (Waukesha County Technical College)

Milwaukee Area Technical College, Waukesha County Technical College, and Wisconsin Campus Compact will host a series of workshops, round table discussions and a panel focused on transformative learning through service-learning, community engagement, and civic engagement. Faculty, staff, and administration from Wisconsin and surrounding area 2-year and technical colleges are invited to participate in order to share sustainable service-learning methods and highlight how students and institutions remain engaged in changing economic times. The ideas and practices circulated at the summit are to benefit not only the students, but also the institutions they are a part of and community organizations that they serve.

We hope to sustain a network of leaders in the 2-year and technical college system that will be able to collaborate and help each other to institutionalize service-learning on their campuses. Registration fees will be waived for those presenting at the Summit.

To Submit a Proposal:

The conference planning committee is looking for interactive presenters with varying types of experience. Topics should relate to the conference mission and goals and may include, but need not be limited to the following topics:

- Accreditation

- Service-Learning in the Economic Downturn

- Curriculum Innovations

- Partnering Across Educational Institutions

- Inter-disciplinary Projects

- Common struggles for non-profits and service-learning

- Retention

- Global Citizenship

- Institutionalization of Service-Learning

- Sustainability

- Student Engagement

- Relationship-building with Community-Based Organizations

- Components of a Service-Learning Course

Workshop proposals should be clear and concise and must include the following:

1) a short session title that accurately reflects your session content,

2) a brief session description (75-100 words) that will be used in the program,

3) a proposal description (500 word maximum) that includes a description of your proposed presentation as well as your expertise in the topic you will present, and the length of time you have been engaged in this area,

4) full contact information for each presenter.

In your proposal description, you should:

1) identify the intended audience;

2) identify the theme and discuss the content that you will address and how they relate to the conference theme, specifically discussing how your program/activity/course/mission/etc. uses service, service-learning and/or civic engagement to address issues or enhance outcomes in higher education;

3) indicate the outcomes participants should expect from your session and examples of how you will facilitate achievement of those outcomes;

4) describe the strategies you will use to engage participants in discussing, analyzing, synthesizing, and applying the information you will share.

Please submit proposals via email to:service-learning-team@matc.edu by January 30th, 2009. You will receive a confirmation upon your submission. A decision will be made and you will be notified by February 6th, 2009.

For additional information or questions, please contact the Milwaukee Area Technical College Service-Learning Team:

Marcia Blackman, Americorps*VISTA
Marianne Griffin, Americorps*VISTA
414-297-7432

Service-learning-team@matc.edu