Please join us for a discussion of best practices used in New England to engage students in service and increase civic participation through the use of social media. As the Web 2.0 culture continues to advance, it has become more and more important to find new ways to engage students in service by appealing to the needs of a new generation of college students. During this webinar, students and professionals in the field will share how to most effectively use tools such as Facebook, Twitter, Blogs, You Tube, Wiki’s and Widgets to recruit and engage volunteers, promote and publicize service opportunities, fundraise, and incorporate reflection activities. Participants at all levels of familiarity with social media are welcome. The outcome of this webinar is to leave all participants with a better understanding of the resources available through social media as well as practical examples of how participants can begin or make advancements in incorporating social media in their work.

Sarah Fuegill Student Researcher Social Media New England College

Vi lay Senthep, Social Media Graduate Assistant, Massachusetts Campus Compact and CIRCLE

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Any effective change or implementation strategy requires that its effectiveness be evaluated. Doing so allows for continuous improvement, a deeper understanding of what works, and supports sustainability. And, building in ways to assess change can be a vital part of the change process itself. This webinar will focus on some existing tools for assessing civic engagement on an institutional level, particularly focusing on faculty rewards processes and policies, and how institutions can use these tools to advance their own civic engagement agendas.

Faculty seeking tenure or promotion using community-engaged scholarship face the usual challenges of conducting rigorous work. But they face additional challenges concerning peer review (who are the appropriate peers?) and dissemination (which publication venues are meaningful?). Dr. Cathy Burack will facilitate this one-hour webinar exploring tools that campuses and faculty can use to assess faculty rewards processes and policies and create action plans for change.

Cathy Burack is a Senior Fellow at the Center for Youth and Communities in the Heller School for Social Policy and Management at Brandeis University. Prior to coming to Brandeis, Cathy was the Associate Director of the New England Resource Center for Higher Education (NERCHE), where she continues her affiliation as a Senior Associate. For the past fifteen years Cathy has focused on ways faculty, students and administrators can work together to fulfill the civic missions of their colleges and universities. She is also a Campus Compact Engaged Scholar.

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Efforts to continually revitalize democracy through engagement in the local "neighborly community," as John Dewey recommended, is complicated by the increasingly interdependent world of the 21st century which often has little regard for local boundaries, economies, or cultures. This webinar will introduce ways to frame the practice of service-learning in the context of a global society, and discuss emerging efforts at several universities to educate for global citizenship. The session will include students from these programs, as well as some concrete recommendations for focusing our educational efforts on developing opportunities for students to "be local" and "think and act globally" regardless of context.

Nicholas V. Longo is Assistant Professor of Public and Community Service Studies and Director of the Global Studies Program at Providence College. Prior to coming to Providence College, Nick was the Director of the Wilks Leadership Institute at Miami University. He is the author of Why Community Matters: Connecting Education with Civic Life (2007) and co-editor of Students as Colleagues:Expanding the Circle of Service-Learning Leadership (2006) and From Command to Community: New Approaches to Leadership Education in Higher Education (forthcoming).

Jessica Reading graduated from Miami University (OH) in May 2009 with Honors with Distinction holding a Bachelor's in Management and Organizations, and a minor in American Studies. She played Division One Field Hockey all four years. She also participated in the Wilks Leadership Institute, which focuses on community-based learning and civic engagement curriculum as well as connecting both global and local contexts with one another. Her global experiences include field-based study of eco-tourism and community sustainability in Dominica for two weeks, as well as 5-week study abroad in China, Korea and Japan. She is currently serving one year as an AmeriCorps*VISTA at the Miami University Hamilton campus focusing on identifying sustainable solutions to alleviate poverty in the local community.

Bridget Landry is a senior double major in Global Studies and Spanish at Providence College. She is passionate about and interested in how education can be used to build communities that work for positive change. She teaches citizenship preparation and ESL classes at the Diocese of Providence and conducted research and service projects in Spain and Nicaragua.

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Service-learning courses and partnerships can be more successful for all stakeholders if they are designed to align with and build student capacity. Courses and curricula should be designed to challenge and support students one step at a time- moving progressively from 'exposure', to 'capacity-building', and finally to transferring 'responsibility'. By understanding student development and considering the skills and knowledge levels of the students with whom you will be working, you can design a course or program that:

• Aligns expectations with competencies
• Offers the appropriate balance of challenge and support;
• Builds student skills to progressively prepare them for the next level;
• and Results in more positive and reciprocal relationships with partners.

Building on existing literature on service-learning course design and student development theory, and based on over 5 years of experience in faculty professional development, this webinar will present models and invite discussion about high impact service-learning course and curriculum design.

Carrie Williams Howe, M.Ed., is the Interim Director of the Office of Community-University Partnerships and Service-Learning (CUPS) at the University of Vermont and a member of the Vermont and National Campus Compact Consultant Corps. Carrie regularly leads workshops in academic service-learning on her home campus and across New England, on topics ranging from curriculum development to facilitating reflection and managing effective partnerships; she is a lead facilitator of UVM's Faculty Fellows for Service-Learning Program and created the Service-Learning Teaching Assistant Program at UVM. In addition to her role in service-learning support and training, Carrie also teaches service-learning courses on topics such as civic leadership and nonprofit management. Carrie has a Masters in Higher Education and Student Affairs from UVM and is currently enrolled in the Educational Leadership and Policy Studies doctoral program. She received a BA from Middlebury College.

Kate Westdijk, M.S., is currently the Program Coordinator in Office of Community-University Partnerships and Service-Learning at the University of Vermont and is the former Coordinator of Community-based Learning in the School's Office of Experiential Learning. She helped initiate and is currently overseeing curriculum design in two academic units (based on the Campus Compact Engaged Department Initiative)and has co-developed various research and practical tools to inform this process. She facilitates UVM's Service-Learning Teaching Assistant Program, coordinates Community-based Research initiatives, and has consulted with faculty on service-learning course design since 2006. She has a Masters in Natural Resources from UVM and a BA from Smith College.

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This webinar is designed to provide an overview of the Carnegie Elective Classification on Community Engagement. Participants will learn about the history of the Classification, the key indicators of Community Engagement and the application process for the 2010 elective classification.

Dr. Julie Elkins is the Director of Academic Initiatives for the National Campus Compact. She completed her doctorate in Higher Education Administration from the University of Massachusetts-Boston with a research emphasis on Community-Campus Partnerships. Julie has a diverse background in higher education as a student affairs administrator, faculty member, and University Presidential point-person in the areas as university-community specialist and corporate social responsibility spokesperson. Julie's experience also includes national leadership in higher education in the areas of social justice and student activism.

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