2016 Connecting Campuses with Communities registration is now open

[Announcement from he-sl listserv]

Dear Community-Engaged Colleagues,

The IUPUI Center for Service and Learning and Indiana Campus Compact are pleased to announce that  registration is now open for the 8th Annual Connecting Campuses with Communities conference (CCC) on May 9-13, 2016. 

The conference is a two-part event that focuses on building a network of scholars and practitioners and offers the following opportunities:    

Service Learning Institute - Mon. May 9 - Wed. May 11, 2016

Institute Objectives:

* To increase the number of high quality service learning courses

* To share promising practices and generate new ideas

* To enhance reflection, assessment, and partnerships in service learning classes

* To build a network of service learning practitioners

Research Academy - Wed. May 11 - Fri. May 13, 2016

Academy Objectives:

* To strengthen research on service learning and community engagement

* To advance the scholarship of teaching and learning

* To provide consultation and feedback on research ideas

* To build a network of service learning scholars

Registration Fees:

$300 for one event, $550 for both (faculty and staff)

$200 for one event, $350 for both (graduate students)

Discounts for groups of 3 or more.

For more information:

Service Learning Institute: contact J. R. Jamison at jrjamiso@iupui.edu

Research Academy: contact Tom Hahn at tomhahn@iupui.edu

Now Hiring: UMass Boston Director of Community Partnerships

[Announcement from he-sl listserv]

Position Description: The Director for Community Partnerships, within the division of Government Relations and Public Affairs, is responsible for providing university-wide leadership to UMass Boston's extensive and wide-ranging partnerships with community groups and agencies at the local, state, regional, national, and global levels. The director will provide oversight and support to existing partnerships and will assist in the development of new partnerships; will develop the strategy and protocols for working with community partners; and will act as a liaison for community initiatives at the university.  The incumbent will coordinate a wide range of community-focused projects that the university's faculty, students and staff are engaged in and facilitate connections to and among partnerships. The Director of Community Partnerships will manage all aspects of the Office of Community Partnerships, which functions as a one-stop source of information about the university's community partnership work for internal and external stakeholders. Duties include, but are not limited to:

• Coordinate the collection of information to develop and utilize measurement systems to gauge and report on UMass Boston's community involvement and assist in the development of metrics to assess college and faculty engagement;
• Serve as a central repository of information about community partnership activity, develop systems to address internal and external requests, assist in seeking funding and develop a clearinghouse for community partnership-related activities including grant opportunities, service opportunities, partnership opportunities and professional development programs;
• Consult with Vice Chancellors, Deans, faculty, and staff to assist departments as necessary to complete goals, objectives, assess impact and increase participation of faculty, staff and students in community partnerships;
• Develop a process to identify projects and partnerships that exemplify collaborative and reciprocal campus-community partnerships; work closely with departments, such as Community Relations, University Advancement, Chancellor's Office, Academic Affairs and Student Affairs in identifying engagement opportunities;
• Work with the Director of Communications and Director of Marketing to promote community partnership activities;
• Work with key stakeholders to develop special initiatives that address the strategic priorities of the campus;
• Work with the Director of Communications and Information Technology Services Division to develop a destination on the university's website; assess what information is currently on the web site regarding community engagement and community partnerships; update, and develop new content as needed;
• Work with the university's academic leadership, including chairs and directors, deans, the provost, and faculty to support efforts in Academic Affairs to build capacity across the faculty to integrate civic engagement into teaching and research;
• In partnership with the Director of Student Leadership & Community Engagement, assist academic leadership in the development of standards and policies for service-learning, as well as for recognizing and rewarding community partnership and engagement work in all of its scholarly and educational forms;
• Perform other duties as assigned.       

Requirements:

Bachelor's Degree in public administration, business or a closely related field, Master's Degree preferred, and a minimum of five-seven (5-7) years of related work experience in a non-profit, higher education or other public organization required. Demonstrated ability to facilitate collaborative partnerships required. 

• Demonstrated knowledge of how to develop and maintain reciprocal campus-community partnerships;
• Demonstrated commitment to cultivating social responsibility, cultural awareness and civic engagement;
• Ability to work with diverse constituencies to achieve goals;
• Ability to work independently and communicate effectively;
• Strong oral and written communication skills;
• Strong interpersonal skills;
• Strong commitment to customer service.  

Additional Information:

The University of Massachusetts Boston provides equal employment opportunities to all employees and applicants for employment without regard to race, color, religion, gender, gender identity or expression, age, sexual orientation, national origin, ancestry, disability, military status, or genetic information. In addition to federal law requirements, the University of Massachusetts Boston complies with applicable state and local laws governing nondiscrimination in employment in every location in which the university operates. This policy applies to all terms and conditions of employment. Among the procedures which may be used to select personnel to fill vacant positions are review of work experience, reference checks, and interviews. All appointments and promotions will be effective on a Sunday.

Application Instructions:

Please apply online with your resume, cover letter, and list of three professional work references.

• Professional Non-Union.
• Full time. Benefited.
• Hiring salary range: $90,000-$99,999. 
• Unrestricted funding.

Review of candidates will begin following the application closing date.

Closing date for applications: January 13, 2016*

To apply: https://umb.interviewexchange.com/candapply.jsp?JOBID=66736#pageTop 

Reminder: CFP - Community Psychology in Global Perspective - Special Issue on Structural Violence

[Announcement from SCRA-L]

Dear Colleagues,

The online journal Community Psychology in Global Perspective invites submissions for a special issue titled, Structural Violence and Community-based Research and Action. We encourage papers from scholars, educators, practitioners, and activists engaging with and/or interrogating community-based action and research through the lens of structural violence. The deadline for submission of manuscripts is January 15, 2016. 

http://siba-ese.unisalento.it/index.php/cpgp/announcement/view/44

Please see below and attachments for more information on the special issue.   

Best,

Urmi Dutta

Christopher Sonn

M. Brinton Lykes

-- 

Urmitapa Dutta, Ph.D.

http://www.urmitapadutta.com

Assistant Professor of Psychology 

University of Massachusetts Lowell 

Phone: 978-934-2227

***************************************************

Call for Papers: Structural Violence and Community-based Research and Action

Important Dates

January 15, 2016: Deadline for paper submission

Editors

Urmitapa Dutta, University of Massachusetts Lowell, USA.

Christopher Sonn, Victoria University, Australia.

M. Brinton Lykes, Boston College, USA.

Theme of the Special Issue

Structural violence refers to the production and maintenance of social inequality and oppression. The concept signifies the mechanisms through which social systems produce and normalize exclusion and marginalization along lines of race, class, gender, ethnicity, nationality, and other invidious categories (Galtung, 1969; Farmer, 1996; Martin-Baró, 1994; Scheper-Hughes, 2006). Structural violence erases social and political origins of problems, instead placing the blame on struggling individuals and communities. Examples include racism, sexism, poverty, hunger, and health disparities. Structural violence is intricately tied to symbolic or cultural violence, that is, systematic assaults on the human dignity and self-worth of individuals and communities. This kind of violence operates through aspects of the symbolic sphere such as culture, language, ideology, and empirical science to legitimize direct violence (Bourdieu, 1991; Galtung, 1990). Structural and symbolic violence systematically violate individual, economic, social, and cultural rights through exploitation, abuse, and epistemic violence built into institutional, cultural, and research practices.

Conceptions of structural violence can challenge community-based praxis to incorporate sophisticated analyses of injustice. The special issue on Structural Violence and Community-based Research and Action explores these possibilities through critical interrogations of diverse forms of structural and symbolic violence. We invite papers that draw on diverse theoretical and methodological approaches to offer theoretical, empirical, and/or practice-based insights into structural violence and how it operates and/or is performed in communities. In particular, we seek contributions that move beyond positivist and postpositivist understandings of “scientific” research, to excavate the manifold ways in which structural violence is deeply ingrained in our society including the academy. We encourage papers from scholars, educators, practitioners, and activists engaging with and/or interrogating community-based action and research through the lens of structural violence. We seek contributions, in particular from the global south, which contribute to a critical, international activist scholarship on community-based research and practice.

The following list presents some illustrative topics for possible contributions:

• Study of both individual experiences and the macrosocial matrix in which experiences are configured.
• Illustration of mechanisms through which macrosocial forces translate into individual/everyday suffering.
• Theoretical and empirical examination of how intersecting social axes are implicated in forms of social injustice.
• Study of contexts and social formations that produce violence.
• Interventions (theory and praxis) informed by understandings of structural violence.
• Innovative possibilities for strategies of survival and social transformation.
• Critique of and/or new directions in community psychology and community-based research.

Details

Submitted papers should contain original and unpublished work and must be written in English. For non-native speakers, editing of the manuscript by a competent English-speaking editor is requested.

Papers are due January 15, 2016. Early submissions are welcome.

All submitted papers will undergo the journal's regular peer review process.

Papers must be prepared in full accord with the journal’s Author guidelines and be submitted through the journal portal (http://siba-ese.unisalento.it/index.php/cpgp/index).

Inquiries regarding topic or scope for the special issue can be sent to Urmitapa Dutta at urmitapa_dutta@uml.edu (note underscore between first name and last name).

Papers unrelated to the theme of the special issue may be submitted at any time through the journal’s online submission system and will be considered for publication in Community Psychology In Global Perspective as regular articles. Inquiries regarding the journal’s aim, scope, and policy can be sent to terri.mannarini@unisalento.it

CALL FOR PAPERS: MENA Conference "Collaboration for Community Change: Insight, Innovation and Impact"

[Announcement from SCRA-L]

What makes community practice and research effective? What are innovative approaches to community prevention and intervention programs in the region? What are high-impact methods for community work? How can collaboration and partnership improve such processes? This interdisciplinary conference will bring together practitioners, researchers, and students from across the Middle East North Africa region to network, share effective approaches for community change, and build skills and capacities. Initiatives related to timely topics (violence prevention, refugees, sexual harassment, hepatitis C, youth development, education, human trafficking, etc.) are especially encouraged.

CALL FOR PAPERS

Collaboration for Community Change: Insight, Innovation, and Impact

1st Middle East North Africa Regional Conference on Community Psychology

Thursday 24th March - Saturday 26th March, 2016

The American University in Cairo, Tahrir Campus, Cairo, Egypt

http://conf.aucegypt.edu/MENACP

Deadline for Proposal Submission:  Wednesday, 20 January, 2016

This conference will bring together practitioners and academics from across the region to network and to share effective methods for community change. Organized by the Community Psychology program at the American University in Cairo, the conference will showcase innovative community-based initiatives, high-impact community programs, and skills-building and capacity building activities. This is the first conference of its kind to focus on culturally relevant community work in the Middle East and North Africa region.  

Professionals working in the community, community members, researchers, university professors, and students (postgraduate and undergraduate) are invited to propose workshops, presentations, and posters related to the theme of the conference “Collaboration for Community Change: Insight, Innovation, and Impact.” In line with the overall theme, the conference sessions will revolve around three threads:

1) Establishing effective partnerships, including between organizations and stakeholders such as coalition-building and collaborative networks, as well as between organizations and community members, such as use of participatory and empowerment approaches.

2) Finding creative practices and new solutions to tackle systemic issues.

3) Using empirical research and evaluation to design and assess outcomes and impact of community-based initiatives.

Submission guidelines

Selection of workshops, oral presentations and posters will be based on abstracts which summarize the presentation content. Abstracts should be 300-350 words long and may be submitted in Arabic or English. Submissions must contain the name(s), affiliation(s) and email(s) of each author/presenter and must be submitted online at http://conf.aucegypt.edu/MENACP no later than January 20, 2016.

Submission of a proposal does not guarantee acceptance to present at the conference. The proposals will be reviewed and evaluated by experts with relevant backgrounds. Notifications regarding acceptances will be sent by the first week of February. Accepted presenters will be expected to register and pay for the conference if they wish to attend other sessions.

Oral Presentations

Individual oral presentations will be 15-minutes long and will give the opportunity for the speaker to share examples of innovative and effective community research and/or practice. Individual community practitioners and researchers as well as representatives from community organizations are welcome to present. The accepted presentations will be grouped by the conference organizers into panels according to shared themes. Abstracts for proposed oral presentations should demonstrate 1) relevance to one or more of the conference themes and 2) clarity in regards to the work’s purpose, methodology, results, and conclusions reached.

Posters

Poster sessions display information in a visual manner. They also provide an opportunity for personal interaction with the audience and more informal discussions about the community work than allowed in formal presentation or workshop settings. Abstracts submitted for posters that focus on research should detail the research goals, methods, analyses, findings, and implications.  Abstracts for posters that focus on community practice should describe the context, goal(s), approach implemented, and impacts of the effort.

Workshops

Workshops are useful for conference-goers to gain practical skills and experience connections between theory and action. We are inviting proposals for workshop sessions that are 2 hours in length. Workshops should encourage experiential and active participation of attendees. Abstracts should 1) describe the goals of the workshop - specifically the skills and competencies that will be gained by participants, 2) explain the workshop format, and 3) note the optimal number of participants in the session. Applicants are welcome to submit two separate workshop proposals if they wish to present more in-depth training, in which the second workshop would represent more advanced content or build upon the first workshop.

---

Andrea Emanuel, PhD

Assistant Professor

Department of Sociology, Anthropology, Psychology and Egyptology

The American University in Cairo

andrea.emanuel@aucegypt.edu

Michigan Journal Call for Articles - Special Section on Detroit

[Announcement from he-sl listserv]

Dear Service-Learning/Community Engagement Colleagues,

We have decided to have a special section in the fall 2016 issue (V 23 N 1) of the Michigan Journal focused on Community Engagement and Detroit. Please consider submitting an abstract per the call below.

Thanks.

jeff

jeffrey howard

editor, mjcsl

ginsberg.umich.edu/mjcsl/

CALL FOR ARTICLES or PROPOSALS

The Fall 2016 issue of the Michigan Journal of Community Service Learning (MJCSL; ginsberg.umich.edu/mjcsl/) will feature a special section on Community-Engaged Practice and Research in Detroit, guest co-edited by:

Nick Tobier, Associate Professor | UM Stamps School of Art & Design | Senior Counsel on Civic Engagement to the Provost |

Katie Richards-Schuster, Assistant Professor | UM School of Social Work | Director of Undergraduate Minor Programs

Paul Draus, Associate Professor | UM-DCollege of Arts, Sciences & Letters | Director, Master in Public Administration

Juliette Roddy, Associate Professor | UM-D College of Education, Health and Human Services

The way we think about and engage in partnerships with the city of Detroit is changing. In the past decade, narratives of Detroit have ranged from the fate of the shrinking city through the drama of bankruptcy to the rising crisis of gentrification. This is reminiscent of the cultural climate of the 1970s, particularly in the USA, when academics experienced a series of radical shifts in approaches to research, practice and relationships that reflected Detroit’s evolving presence within the region, the state, and the country. Forty years later, in the midst of very different cultural, economic and technological circumstances, we ask how approaches to community-engaged practice and research have themselves adapted?  What are the critical questions that need to be asked in order to promote authentic and meaningful engagement with the city today?

The 'academic turn' has seen the development of a wide variety of frameworks for university-run community-based research efforts in reaction (in part) to the increasing neo-liberalization of Detroit on the one hand and renewed interest in radical collaborative models on the other.   Social and economic developments driven by market logic and declines in municipal funding for making, thinking, learning and doing, occur side-by-side with ambitious grassroots projects emphasizing the social values of co-creation and social justice.

Rhetorical shifts away from 'community growth' towards a proliferation of 'creative innovation’ are occurring in academia and in urban policy that are impacting Detroit, as creative and experimental modes of development have become absorbed into normative, market-driven systems with an increasing emphasis on the value of the brand of  “Detroit.”  We have witnessed these processes as instrumental in the growth of the city, but often at the expense of social values, inclusivity and public engagement.

The editors invite proposals for Detroit-focused articles, papers, and artist's pages from academics, artists, educators and researchers that (a) comment on, propose and imagine alternative programs and approaches to research and practice (both inside and outside the academy) and their relation to historical and contemporary models, methods, processes and ethos, (b) offer examples and analysis of what is happening now, or (c) provide critical perspectives on work with a focus on preparing student, faculty, and community partners for authentic engagement. We also invite proposals that focus on institutional and non-institutional frameworks for exploratory modes of public engagement and inclusion and that consider Detroit as a point of comparison for campus-community engagement practice and research in other cities.

We are interested in contributions that build on the foundations of social justice, creativity, imagination, and experiment that are not simply predicated on new technological (digital) possibilities and potentials (for all of their value) but are also rooted in embodied, experiential modes of making, thinking, learning and doing, oriented towards current and future cultural and social conditions, and concerned with ways that these can be integrated into developing modes of education and research.

The first step in the submission process is to submit a one-page abstract/précis to Nick Tobier (nicktob@umich.edu) by February 11, 2016 that adequately conveys the focus/plan for the article and includes the author(s)’ contact information, including email address.  Invitations to submit an article will be made by email in early March, with invited articles due May 15, 2016.  Please consult general MJCSL submission guidelines at ginsberg.umich.edu/mjcsl/.

Job App Due Monday! Assoc Dir, SL center at Johns Hopkins (Med, Nursing, Public Health) - Baltimore

[Announcement from he-sl listserv]

Dear Service-Learning Colleagues,

We are excited to announce that we’re looking to hire a new Associate Director for Johns Hopkins University SOURCE (Student Outreach Resource Center) – the community engagement and service-learning center for the JHU Schools of Medicine, Nursing & Public Health – for a Spring 2016 start, as our current Associate Director will be leaving at the end of the academic year.

The Associate Director’s primary focus is academic service-learning, specifically the administration of the SOURCE Service-Learning Faculty & Community Fellows Program, among many other duties. Strong experience in service-learning pedagogy and working with faculty to integrate service-learning into their courses is highly desired.

Below is the full position description and application information.

To apply, visit http://jobs.jhu.edu, requisition #302065. Please include both a cover letter and resume or CV. Priority application deadline is January 11, 2016.

POSITION DESCRIPTION
ASSOCIATE DIRECTOR OF SOURCE
JOHNS HOPKINS UNIVERSITY, BALTIMORE, MD
SCHOOLS OF MEDICINE, NURSING, AND PUBLIC HEALTH

Position Description:

SOURCE (Student Outreach Resource Center), the community engagement and service-learning center for the Johns Hopkins University Schools of Medicine, Nursing, and Public Health, has an upcoming opening for the Associate Director. The Associate Director supports the growth and effectiveness of academically-based community engagement activities, including service-learning courses. The Associate Director works closely with community partners, faculty, and health professional students in developing community outreach skills, exploring and understanding social justice issues, accessing community resources, and making connections to the Baltimore community, particularly as it relates to students’ future roles as health professionals.  More information about SOURCE can be found online at http://SOURCE.jhu.edu.

This position reflects a key value of SOURCE’s work, which is to create transformative learning through establishing and enhancing meaningful and sustainable relationships with local community-based organizations who are addressing pressing social needs and social determinants of health.

Job Duties & Responsibilities:
Create and implement service-learning courses in conjunction with faculty, ensure faculty and student development, and create and sustain meaningful relationships with community partners. Educates students, faculty, and community partners about service-learning partnerships and related requirements within the health professions, with special emphasis on adhering to accreditation criteria.

SOURCE Service-Learning Faculty & Community Fellows Program Management
The SOURCE Service-Learning Faculty & Community Fellows Program (Fellows Program) is a professional development opportunity for faculty from the JHU health professional schools (Faculty Fellows) and SOURCE community partners (Community Fellows). Each year, the program accepts up to 9 Fellows who receive a stipend to integrate a service-learning component into their courses (Faculty Fellows) or agree to work on a service-learning project at their community-based organization (Community Fellows). The Associate Director serves as the main administrator of the Fellows Program working with the Director to carry out program goals. Duties within this area include the following:

·         Manage and implement the recruitment and application process for new Fellows.

·         Coordinate the materials, logistics, and communication for the Fellows Program Service-Learning Seminar (2 ½-day training seminar occurring in early- to mid-June).

·         Schedule and manage ongoing monthly meetings that occur throughout the academic year for Fellows.

·         Oversee communication with all Fellows cohorts.

·         Administer and analyze program evaluations.

·         Supervise Federal Work-Study student serving as Fellows Program Assistant.

Service-Learning Course Advising and Supervision
As an extension of work with the Fellows Program, the Associate Director will advise faculty in service-learning course development which involves the following:

·         Meet regularly with faculty teaching service-learning courses

·         Advise and provide feedback on curriculum and syllabus development tailored to each course.

·         Recruit and match projects to service-learning courses.

·         Assist faculty with project management during the course.

·         Administer and manage student and CBO evaluations upon completion of the course.

·         Compile and track data for service-learning upon completion of the course.

Additional Faculty Outreach and Development:

·         Outreach to academic units and individual faculty/staff to build awareness of and involvement in community-engaged scholarship.

·         Develop for-credit practicum opportunities related to academic competencies. Serve on MPH Practicum Working Group.

·         Develop materials, both print and web-based, for outreach and faculty development in the area of service-learning and academic-community partnerships.

Community Partnership Coordination for Service-Learning Courses, Internships, and Practica:

·         Develop and sustain viable community partnerships with local public health organizations. 

·         Assist community partners in structuring their identified needs into engagement opportunities for health professional students. 

·         Assist in deepening SOURCE’s responsiveness to community inquiry, and the level of engagement of local community partners in existing SOURCE programs and service-learning courses.

·         Develop and lead community partner capacity building activities, including orientations, educational workshops, and webinars.

·         Manage SOURCE Community Council meetings, communication, and recruitment of new members.

Student Outreach and Development:

·         Assist with Preparation, Action, Reflection, and Evaluation of service-learning activities.

·         Develop and implement an ongoing orientation and training program for students working with local organizations.

·         When necessary, meet individually with service-learning students to assist in the selection of sites, advise students to resolve conflicts at placements, and consult with faculty and community partners.

Alumni Outreach and Development:

·         Manage tracking of new alumni in conjunction with External Affairs’ Alumni Relations Manager.

·         Manage communication with SOURCE alumni through bi-annual newsletter and various individual outreach efforts.

·         Create strategy for engaging alumni in various SOURCE efforts including donating to SOURCE, telling their story, and tracking longitudinal impact of SOURCE activities on alumni’s professional development.

Data Management, Research Agenda, and Strategic Planning

·         Manage data for Fellows Program and service-learning courses.

·         Manage progress of the Research Agenda (consisting of Senior Faculty Fellows and SOURCE leadership) for advancement of SOURCE’s scholarly work.

·         Develop with Research Agenda Team a long-term strategy for data management and analysis including longitudinal data collection from alumni.

·         Work with faculty and institution leadership in advancing recognition and communication of SOURCE’s work within the institution.

Service to SOURCE:

·         Develop, review and implement necessary policies and procedures to ensure maximum educational value of service-learning experiences; exposure to diverse populations; personal safety; management of risk.

·         Keep current with service-learning theory, methods and initiatives in order to assist with service-learning efforts at JHU. Participate in relevant conferences when possible.

In addition, the Associate Director functions as an integral member of SOURCE’s team, assisting the Director in managing the general operations of the center, and responding to the needs of the center through contributing to special projects, strategic development, committee representation, and other duties as assigned.

Special Skills/Knowledge:

·         Must have an understanding of public health organizations. Academic administration preferred.

·         Demonstrated ability to interact effectively and exert leadership in programs and activities involving faculty, staff, students and community organizations, and to consult with faculty on matters of service-learning pedagogy and curriculum development, particularly in a research-intensive environment.

·         Possess deep understanding of theory and practice of service-learning pedagogy; theory and practice of student development in higher education; program development and implementation experience; curriculum development and teaching experience at the higher education level.

·         Possess understanding of data management skills; statistical data analysis skills a plus, but not required.

·         Ability to work effectively under pressure and with multiple demands while maintaining flexibility and a good sense of humor.

·         Strong communication skills, both verbal and written.

·          Experience with Microsoft Office Suite required.

·         Demonstrated ability to develop, facilitate and lead workshops, meetings and training experiences.

Qualifications:             Masters degree required in Public Health, Education, or College Student Personnel/Higher Education. 3-5 years of related experience in an institution of higher education or the non-profit field. Prior experience working with college students, service-learning, or other experiential education programs is required. Transportation, valid driver’s license, and willingness to spend significant time traveling to meet with community partners throughout Baltimore.

Reports to:            Director, SOURCE (Student Outreach Resource Center)

Starting Salary:    $49,000 - $62,000 annually

To Apply:              Apply online at: http://jobs.jhu.edu, requisition #302065. Please include both a cover letter and resume or CV. Priority application deadline is January 11, 2016.

SOURCE | Student Outreach Resource Center

The Community Engagement and Service-Learning Center
Serving the Johns Hopkins University Schools of Medicine, Nursing, and Public Health

2017 E. Monument St., Baltimore, MD  21205

P. 410-955-3880 | F. 410-502-2736 | E.SOURCE@jhu.edu  

Web SOURCE.jhu.edu

Don't Forget to Register for the Third Annual Appalachian Summit on Service-Learning!

[Announcement from he-sl listserv]

The Bonner Center for Service-Learning & Civic Engagement at Carson-Newman University is excited to announce the registration for the 2016 Appalachian Summit on Service-Learning is now open!

Last year, forty-five regional and local students, faculty, and community partners attended with topics varying from “The Role of Student Leader Development in Successful Service-Learning Experiences” to “Music and Community Building in Appalachia.” The 2016 Appalachian Summit will be held Saturday, February 6, 2016.  Please save the date!!  We are determined to make 2016 our best Summit yet. The overarching focus of the Summit is to create tangible outcomes to assist faculty in integrating service-learning into the classroom and initiating greater civic dialogue. The regional focus will broaden civic development and resilience in Appalachia. We are excited to be able to host such an intersectional dialogue about Appalachia. 

You can register here.

There is a non-refundable registration fee of $25 for individuals or $120 for groups of five participants. Attendance for students and AmeriCorps VISTAs is free. Please let us know if you have any questions or comments. You can reach us through Anya Piotrowski at apiot...@cn.edu or on the phone at 865-471-4830.

We hope to see you there!