Description: This session is designed as a conversation among students, staff, and faculty about the way undergraduate students are creating personal identities as engaged citizens, professionals, and leaders. The discussion will focus on student perspectives and an examination of practices and processes that facilitate student civic engagement and gaps in the undergraduate experience.

Presenters: John Saltmarsh, Director, New England Resource Center for Higher Education, University of Massachusetts Boston; Edward Zlotkowski, Professor, Bentley University, MA; Katelyn Horowitz, Undergraduate Student, Bentley University.

Description: This session will present a systems approach to service-learning, and demonstrate how a progression of university courses can effectively serve a group of community partners in a unified geographic setting. Highlighting the work of the PLACE Place-based Landscape Analysis and Community Engagement) Program, UVM landscape ecologist Walter Poleman will showcase Google Earth as part of a methodology for organizing and presenting service-learning deliverables to a network of community sponsors and their constituents.

Presenter: Walter Poleman, Senior Lecturer, Rubenstein School of Environment & Natural Resources, University of Vermont, VT

Description: Attendees will begin to think about the root causes of social problems and the meaning of social justice in an attempt to create service learning projects that address the former and envision the latter. In particular, participants will map out aspects of their own S-L projects to see how a "root causes approach" and "social justice paradigm" might strengthen them. Once we've looked at an example from the presenter, the group will workshop other examples from participants for as much time as we have.

Presenter: Corey Dolgon, Professor of Sociology; Director, Office of Community-Based Learning, Stonehill College, MA

Description: Incorporating an ethnographic sensibility to an assessment of service-learning means that we frame the questions that drive our assessment in a way that recognizes our students as complex social actors. It means that we purposefully record our reflections and examine our positionality as participant observers in the classroom, and we view these reflections, alongside open-ended interviews and extensive collection of student narrative, as data that are essential to our efforts. In this session, we will work with participants to design practical ways to build an ethnographic sensibility into their respective assessment plans, and we will share the successes and challenges we've had doing this in our own assessment practice.

Presenters: Art Keene, Anthropology Professor and Co-Director of the Citizens Scholar Program at UMass-Amherst; Keisch Polin, PhD Student, Anthropology, UMass- Amherst.

Description: This workshop will provide a context to highlight the approach Bridgewater State College has taken to engage students, faculty and administrators to meet the challenges of achieving equity and inclusion on our campus. This workshop will discuss both process and practice which can be best conceptualized as a series of overlapping constructs to include:

• A theory of change
• Community of practice
• Conceptual framework (Inclusive Excellence)

Workshop participants will leave the workshop with ideas and emerging practices regarding engaging various campus constituents along the equity and inclusion continuum.

Presenter: William Lewis, Director, Office of Institutional Diversity, Bridgewater State College, MA

Description: The workshop facilitators will present, as a case study, the Human Rights course offered as part of the Jesuit Universities Humanitarian Action Network (JUHAN) initiative. The course integrates several high impact learning strategies such as service learning, inter-institutional collaboration, value-added assessment, and technology. These strategies, combined with the mission of JUHAN can enhance student understanding of complex humanitarian issues. The Human Rights professor and one student from the course will share how these high-impact learning strategies and innovations play out in the classroom and community.

Presenters: Stephanie Burrell, Assistant Professor, Curriculum & Instruction/Co-Facilitator of Academic Assessment, Fairfield University, CT; Megan Dwyer, Student, Fairfield University, CT; Ana Marie Siscar, Esq., Adjunct Professor; JUHAN Faculty; Program Manager of JUHAN Teagle Assessment, Fairfield University, CT; Melissa M. Quan, Director of Service Learning/ Associate Director of the Center for Faith & Public Life, Fairfield University, CT

Brown University - Science Outreach: High School Students, Undergraduates, and Professors learning together

Description: Science literacy supports navigating healthcare, technology, and day-to-day life. College students can see science in action when working with faculty members, but community adolescents oftentimes cannot. This poster session will show how university resources can be harnessed to benefit community adolescents and how teaching science in informal settings serves not only the community but also university students and professors.

Presenters: Jennifer Park, Mentor, Brown Science Prep, Swearer Center for Public Service, Brown University; William Cioffi, Mentor, Brown Science Prep, Swearer Center for Public Service, Brown University.

Colgate University - The University and Legale Services in Partnership: Building Capacity to Assist Low-Income Debtors to Achieve a Financial Fresh Start

Description: The Upstate Institute at Colgate University partners with Legal Services agencies to engage undergraduate students in preparing paperwork with low-income families and individuals with significant debt from spousal abuse, loss of a job, death of a family member, or medical expenses to obtain Chapter 7 (liquidation) bankruptcies. This poster session will share information with other institutions interested in engaging their students in a response to the current economic climate by working with Legal Services agencies.

Presenters: Susan Conn, Esq., Lecturer in Social Sciences, Colgate University, Project Consultant Upstate Institute Law Project; Jason Beck, AmeriCorps*VISTA, Colgate University.

Johnson and Wales University - Teaching Design and Communication through Project-Based Service Learning: Past, Present, and Future

Description: This poster session overviews the past, present and future of a project-based service learning pedagogy matching community non-profit clients with student consultants in technical communication, web design, and graphic design. Student work will be on display, and the facilitators look forward to engaging conference participants in discussions of service learning on the consulting model and also on interdisciplinary team-teaching of technical skills and liberal arts education.

Presenters: Ulrike Gencarelle, Instructor, Computer Graphics and Digital Media Development, School of Technology, Johnson & Wales University, RI; Laura Gabiger, Professor, English Department, John Hazen White School of Arts & Sciences, Johnson and Wales University, RI.

Johnson and Wales University - From Web Design to Strategic Planning: Service as Product

Description: Johnson & Wales University business, technology and MBA students participate in “consulting” projects, allowing the students and community partners to benefit from asset-based relationships. This project model allows students to engage in course and major appropriate, experiential education opportunities—past projects included marketing plans, logo creation, and marketing collateral design. Information will be shared with campuses who are interested in replicating similar models at their college/universities.

Presenters: Deirdre Newbold, Community Service-Learning Coordinator, Feinstein Community Service Center, Johnson & Wales University, RI; Erin McCauley, Community Service-Learning Coordinator, Feinstein Community Service Center, Johnson and Wales University, RI.

Wellesley College - Emerging Scientists: Outreach in Action

Description: Wellesley College students who have enrolled in Sports Medicine 205 serve as Outreach Mentors, teaching the concepts of functional anatomy, musculoskeletal injury assessment, and effective biomechanical approaches and skill sets to middle school girls enrolled in the Breakthrough Collaborative and Science Club for Girls programs in the Boston local area. Students teaching students is an effective way to build mentorship and leadership skills as well as encourage young girls to embrace science. In addition active learning approaches in lab settings create collaborative, team building skills that support civic engagement outside the classroom. This session will share information on how this program can be adapted for use by other colleges and universities.

Presenters: Connie Bauman, Associate Professor, Coordinator of Sports Medicine and Wellness Programs, Wellesley College; Allison Broadwater, Graduate of Sports Medicine 205 and Wellesley College, Teacher, Mother Caroline Academy; Andrea Chang, Undergraduate Student, Wellesley College; Lauren Eby, Undergraduate Student, Wellesley College; Jennie Krasker, Undergraduate Student, Wellesley College; Katrina Stearns, Undergraduate Student, Wellesley College.