Campus Compact National Webinar Series

Campus Compact’s National Webinar series returns for 2019-2020 with more to support and inspire you. Topics touch on issues of relevance to faculty, staff, students, and their partners in education and community building. Be sure to tune to each session for information, tools, and resources to help you in your work.

These webinars are being offered free of charge, but all participants must register in advance to receive an access link.

2019-2020 National Webinar Series

SEPTEMBER 10
3 PM Eastern
2 PM Central
1 PM Mountain
12 PM Pacific

Picturing Community Engagement: What We Say Through Images and Why It Matters

This webinar for community engagement professionals draws on research by Donahue, Fenner, & Mitchell (2015) to explore the ways that photographs convey to students, faculty, and community partners what community-engaged learning is and can be. Through content analysis of photos found on websites of service-learning at California colleges and universities, the authors found a narrow and apolitical view of service. When invited to “audience” photographs – a method of decoding images drawing on the perceptions of a group of people – students found racialized patterns of who is helped and who helps. A narrow understanding of service and racialized patterns of helping reinforce charity interpretations of service-learning.

Director, Leo T. McCarthy Center for Public Service and the Common Good
@ University of San Francisco
David Donahue joined the McCarthy Center as Senior Director in 2015. Before coming to USF, David was the Interim Provost and Associate Vice Provost at Mills College in Oakland, California, and worked there for more than twenty years as a professor of education. David earned his doctorate in Education from Stanford University after earning a Bachelor’s of Arts in History as a Phi Beta Kappa graduate of Brown University. David is a widely-published scholar on topics including service-learning in higher education, human rights, diversity and personal identity. He came to USF committed to the continuation of building a strong community while leading the McCarthy Center in its mission of helping inspire and prepare USF students for lives and careers of ethical public service.

Director, Office of Community-University Partnerships and Service Learning
@ The University of Vermont

A sociologist by training, Dr. Munkres has been with the CUPS Office since 2012, and has served as Director since January of 2013. Susan works primarily with faculty and community partners to develop pedagogically rigorous and reciprocal experiences that benefit both UVM students and community partners.

SEPTEMBER 26
3 PM Eastern
2 PM Central
1 PM Mountain
12 PM Pacific

Engage the 2020 Census: Resources for the Whole Campus

Prepare as Census 2020 approaches. The April 1, 2020 census presents an opportunity to bridge students’ learning with their future careers, foster action on social issues students care about, and build the power and representation of historically undercounted communities through student and community participation. This webinar will help faculty develop course plans and staff create programming that will bring the census to life.

Building on work currently underway on campuses in multiple states, campus representatives will share their tools and strategies to engage the census.

Director
@ Campus Compact for Illinois
Natalie Furlett is currently the Executive Director of Campus Compact for Illinois, a partnership between 36 Illinois college and university campuses dedicated to upholding the public purpose of higher education. Prior to ILCC, Natalie spent time building student-community ties at Northwestern as the Coordinator of Student Community Service before taking on the role of Associate Director of the Norris Center for Student Involvement. She holds an MBA in Nonprofit Management from the American Jewish University in Los Angeles, CA and a BA from the School of Public Administration at American University in Washington DC. Natalie currently serves on the Governor’s Service Illinois Commission and on the Board of Directors for The Safe Haven Network.
Director of Member Engagement & Minnesota Operations
@ Minnesota Campus Compact
Sinda joined Minnesota Campus Compact in October 2013. She has a background in counseling, education, and social change work and is an experienced trainer and facilitator. Prior to this role, she managed the Speak Up! Speak Out! youth action civics initiative at The University of Texas at Austin’s Annette Strauss Institute for Civic Life. Sinda holds a bachelor’s degree in English from Carleton College, is an alumna of HECUA, and has a master’s degree in social work from The University of Texas at Austin. She also views her service with AmeriCorps VISTA as a critical component of her education.
Associate professor in the department of public and non-profit leadership
@ Metropolitan State University
Adrienne Falcón (Co-PI) is an associate professor in the Department of Public and Non-Profit Leadership at Metropolitan State University where she directs the Masters in Advocacy and Political Leadership program (since August 2017). At Metro she has been developing a new research agenda on adult learners and equity as well as opportunities for systems change higher education and community engagement endeavors. Prior to this she was the founding director of the Academic Civic Engagement (ACE) program in the Center for Community and Civic Engagement at Carleton College where she also lectured in the sociology department. She was the founding Program Director for Project Pericles at Carleton and led the assessment of civic engagement efforts for the Center as well as supporting faculty to develop more than 50 courses yearly across the disciplines. In her time as Director at Carleton, she organized half a dozen workshops for faculty and staff on civic and community engagement.
Associate Director of the James Madison Center for Civic Engagement
@ James Madison University

Dr. Carah Ong Whaley works in partnership with students, faculty, staff and community partners to embed civic learning and democratic engagement across campus through curricular and co-curricular programming. She is also a member of the Virginia Complete Count Commission for the 2020 Census.

Dr. Ong Whaley has developed innovative pedagogy melding scholarship and experiential learning to teach courses on civic engagement, campaigns and elections, and state and local politics. At the heart of her research interests is a desire to understand and illuminate how the interactions of political actors and institutions structure public access and participation in policy- and decision-making processes. Her dissertation explored the politics of cleaning up the environmental contamination that resulted from the testing, development and production of nuclear weapons, with a focus on the role of community-based groups in developing expertise and engaging the public in policy- and decision-making processes.

Dr. Ong Whaley has previously worked at the University of Virginia’s Center for Politics and in the Governing America in a Global Era (GAGE) program at the Miller Center for Public Affairs. From 1999-2012, she worked as a research and program director for non-governmental organizations on nuclear and security issues, and traveled around the world to engage with communities on these issues.

Ong Whaley holds a PhD in American Government, and an MA in Foreign Affairs from the University of Virginia. Recent research and publications include American Government: Roots and Reform (co-authored chapters with Dr. Larry Sabato on Political Parties, Campaigns, Elections and Voting, and The Media). With Dr. Walter Heinecke, she is co-editing a new book series on “Research in Global Civic Engagement” (Forthcoming, Information Age Press).

OCTOBER 17
3 PM Eastern
2 PM Central
1 PM Mountain
12 PM Pacific

Using Student Engagement Data to Create Institutional Change

The Experiential Record at Nazareth College is a systematic, campus-wide data collection initiative created in-house to track all undergraduate and graduate students’ participation in experiential education. Implemented last academic year, this new process enables Nazareth to gather various, independent streams of data into one place, creating a centralized knowledge hub of student engagement. Benefits to students, faculty, staff and community include: an increase in interprofessional collaboration, stronger advising and coaching of students, innovative support strategies developed for targeted student populations, stronger relationships with community partners and sustained partnerships, and increased knowledge of and access to student success stories for marketing and donor relations. Examples of dashboards and reports by way of Tableau, the data visualization tool Nazareth uses, will also be shared with participants.

Director of Civic Engagement & Experiential Learning Outcomes
@ Nazareth College
Nuala S. Boyle has supported the advancement of community-engaged teaching and learning in higher education since 1997. As the inaugural (2010) director of the Center for Civic Engagement at Nazareth College in Rochester, NY, she oversees curricular and co-curricular community engagement, including the Center for Service-Learning, and facilitates the college’s experiential learning requirement within the core curriculum. Boyle is on the Advisory Council for Campus Compact of NY and PA and is on the Board of the National Society for Experiential Education, graduating from their Experiential Education Academy in 2014. She earned her B.A. in English from Stonehill College in Boston, MA and her M.A. in Religious Studies from Sacred Heart University in Fairfield, CT.
Director of Institutional Research
@ Nazareth College
Nicholas LaMendola is the Director of Institutional Research at Nazareth College and has been instrumental in creating a data-informed environment for strategic decision making, planning, and assessment at Nazareth. LaMendola has leveraged his background in analytic statistics and predictive modeling to collaborate across divisions on projects such as student success, retention/graduation, co-curricular and experiential learning, overhaul of the faculty workload model, administrative assessment and diversity and inclusion. LaMendola earned his B.A. in Psychology from the University of Michigan, his M.A. in Brain & Cognitive Science from the University of Rochester, and his Ph.D. in Psychology from the University of Arizona.

NOVEMBER 14
3 PM Eastern
2 PM Central
12 PM Pacific

Decolonizing Approaches to Inclusive Discussions and Trainings: Lessons from Indigenous Perspectives

The future of community engagement work requires a framework that is strengths-based, centers historically underrepresented groups working towards justice on their terms, and includes an analysis of power, positionality, systemic causes of disparities, needs for institutional changes, and critiques of inclusion assumptions. This session will provide decolonizing practice resources, concrete examples, and a chance to reflect on how to apply the practices to your context. Examples include an interactive session focused on how instructors, trainers, and supervisors can create environments that feel relevant, welcoming, and safe to all participants. The session is relevant to instructors, researchers, AmeriCorps Vista trainers, and Campus Compact employees and administrators in both predominantly White institutions as well as contexts with a majority of first-generation college students and large percentages of minority students, employees, and volunteers.

Associate Professor
@ University of Montana

Laurie worked as a community organizer, in after school programs, in treatment centers, and with college student leadership development in student clubs prior to becoming a professor. Laurie’s current work with the ACLU seeks to address discipline and achievement disparities for minority populations in Montana’s public primary and secondary schools. Laurie was awarded the Association of Community Organization and Social Administration Emerging Scholar Award in 2014, the Ernest A. Lynton Award for the Scholarship of Engagement in 2017, and the Nancy Borgmann Diversity Award in 2019. Laurie regularly trains AmeriCorps Vistas, Campus Compact staff, and Lynton Colloquium attendees on integrated frameworks for entering and exiting community partnerships that includes decolonizing approaches to engagement.

BSW, MSW, and Independent Consultant

Turquoise is a first generation descendent of the Salish and Blackfeet tribes in Montana. Turquoise works with students and institutions on resiliency, diversity, equity, inclusion, and trauma-informed approaches to support Native American, low-income, and first-generation high school and college achievement in rural and urban settings. Turquoise works at the intersections of direct support to students, conducting organizational process consulting, program evaluation, and training for school staff, teachers/faculty, administrators, and community members in Tribal and non-Tribal educational settings. Turquoise was the Montana Indian Education Association’s American Indian Support Staff of the Year Award in 2017.

NOVEMBER 21
3 PM Eastern
2 PM Central
12 PM Pacific

Let’s play Votes & Ballots: Creating quality action plans for democratic engagement through gamification

In this webinar, participants will be introduced to Votes & Ballots, an interactive activity that takes the guesswork out of on-campus democratic engagement. Players are tasked with creating a comprehensive action plan while keeping in mind their institution’s historical voting rates (via NSLVE data), their resources, and the unique challenges faced by student voters.

Votes & Ballots has been primarily played among students and staff, but, with an eye toward deepening faculty engagement, a Votes & Ballots: Curricular Edition is in development. Participants will learn about multiple ways through which they can incorporate Votes & Ballots into their work and be able to ask questions/offer feedback.

Campus Partnerships Manager
@ Democracy Works (makers of TurboVote)

Emily supports college campuses across the country in their work to increase civic learning and democratic engagement among student voters, with a particular focus on leveraging technology. In addition to supporting partners’ strategic use of TurboVote, Emily travels to conferences in order to facilitate Votes & Ballots, an action planning activity developed by Democracy Works that takes the guesswork out of on-campus democratic engagement. She graduated from the University of Missouri with a Bachelor of Journalism degree and, before joining Democracy Works, was part of the EdTech team at Scholastic. Emily’s based in Chicago for now, but she has a knack for landing in new cities and setting out to discover all they have to offer in the realms of dance, bookstores, and burgers.

Assistant Professor of Political Science
@ Oswego State University of New York

Dr. Rank teaches courses in American politics with a focus on American political history, political communication, race, and gender. In addition to traditional political science courses, she serves as the campaign manager for the campus-wide voter mobilization program Vote Oswego. In this capacity she oversees an internship program and runs a politics practicum course focused on grassroots organizing. Her research agenda focuses on the role of youth in American politics, civic engagement, and political science pedagogy. Her work has appeared in New Political Science, PS:Political Science & Politics, Journal of Political Science Education, and Citizenship Studies.

DECEMBER 10
3 PM Eastern
2 PM Central
12 PM Pacific

A Focus on Faculty: Practical and Research-Informed Strategies for Faculty Development in Community Engagement

As S-LCE professionals, many of us are adept in navigating the complexities of working with students, community partners, and broader members of the community. Often, our work with faculty partners and academic departments can be more daunting, in large part due to a dearth of frameworks guiding this work. Building upon the presenters’ recently released edited volume, Reconceptualizing Faculty Development in Service-Learning/Community Engagement, the overarching goal of this session is for participants to analyze and situate their work with faculty partners in an array of best practices, emerging with ideas, resources, and support structures that advance S-LCE faculty development on their campuses.

In this webinar, there will be a presentation with built-in opportunities for interaction. We will provide an overview of the book, and then hone in on topics most pertinent to our goals, pulling from our book chapters to offer ideas and perspectives. Through engagement in this webinar, participants will make progress toward: (1) Identifying three research-informed practices in supporting S-LCE faculty; (2) Learning approaches to reconciling and navigating factors that influence educational engagement in S-LCE (e.g., P&T practices, community tensions, student resistance); and (3) Developing strategies for engaging faculty in S-LCE on their campuses

Director of Service-Learning
@ Northeastern University

Becca began at Northeastern’s Center of Community Service in February 2013, and is now the Director of Service-Learning. Previously, Becca served as the Coordinator of Experiential Education in the Center for Engagement, Learning, and Teaching at Keene State College, in Keene, New Hampshire. She has also served as a Course Director for Business Ethics and Social Responsibility at Full Sail University in Orlando, Florida and worked at Rollins College in Winter Park, Florida facilitating leadership education and development initiatives on campus both in the curriculum and the co-curriculum. She has a Bachelor’s degree in Biology from Butler University, a Master’s degree in College Student Personnel from Miami University, and a Ph.D. in Environmental Studies from Antioch University New England.

Her scholarly research is at the intersection of leadership, change, and environmental justice with a specific interest in the justice issues facing farmworkers. For her dissertation research, she collaborated with the Northeast Organic Farming Association for Just Farming: An Environmental Justice Perspective on the Capacity of Grassroots Organizations to Support the Rights of Organic Farmers and Laborers. Becca serves as the Associate Director of the Northeastern Environmental Justice Research Collaborative, and her book, Environmental Justice and Farm Labor, published by Routledge, came out in 2017. She is a member of the Advisory Council of the Agricultural Justice Project, and the Farmworker Health and Justice Workgroup of Coming Clean, Inc.

In addition, she does research, publishes, and presents in the field of service-learning and community engagement and a book she co-edited, Reconceptualizing Faculty Development in Service-Learning/Community Engagement (through Stylus Publishing, LLC), came out in 2018. She also serves on the Board of Directors of the International Association for Research on Service-Learning and Community Engagement (IARSLCE). In her free time, she loves running and being active, as well as spending time with her husband, Jonathan, her stepson, Kaiman, and her son, Thayer.

Executive Director of the Center for Faculty Innovation and Associate Professor of Graduate Psychology
@ James Madison University

A proud alumnus, Dr. Cara Meixner returned to James Madison University in 2008. Currently, Cara serves as Executive Director of the Center for Faculty Innovation and Associate Professor of Graduate Psychology. Cara teaches courses in research methods, leadership development, organizational behavior, hunger and homelessness, and gender studies. With a penchant for qualitative and mixed methods research, Cara maintains an active research agenda in brain injury advocacy and enjoys contributing to the scholarships of engagement, discovery, and teaching & learning. She’s co-author and co-editor of a new text, Reconceptualizing Faculty Development in Service-Learning/Community Engagement.

Executive Director, Center for Experiential Learning
@ Loyola University Chicago

Patrick M. Green, EdD is the Executive Director (founding director) of the Center for Experiential Learning at Loyola University Chicago and a clinical instructor of experiential learning. Dr. Green received his doctorate in education from Roosevelt University (Chicago, IL), and his research interests include the intersections of experiential education. He is coeditor of Crossing Boundaries: Tension and Transformation in International Service-Learning (Stylus Publishing, 2014) and Re-conceptualizing Faculty Development in Service-Learning/Community Engagement: Exploring Intersections and Models of Practice (Stylus Publishing, 2018). Dr. Green serves as an Engaged Scholar with National Campus Compact and, having served on the Board of Directors of the International Association for Research on Service-Learning and Community Engagement (IARSCLE), currently serves as a Scholar-in-Residence with IARSLCE.

Associate Director, Center for Service Learning
@ The University of Kansas

Emily Eddins Rountree, PhD, is the Associate Director for the Center for Service Learning at the University of Kansas and leads faculty development and community partner engagement for KU. Dr. Rountree came to KU from Old Dominion University in Norfolk, Virginia, where she was charged with creating and developing ODU’s service-learning initiative as the first service-learning professional at the institution. She’s received several major grants to develop service-learning projects that address sea level rise, climate change, and conservation, one with the U.S. Fish & Wildlife Service and the other from Virginia Sea Grant. She also recently published an edited volume, entitled Reconceptualizing Faculty Development in Service-Learning/Community Engagement: Exploring Intersections, Frameworks, and Models of Practice. Dr. Rountree received her PhD and MS in Human Dimensions of Natural Resources from Colorado State University. With a fellowship from the Center for Collaborative Conservation, she completed her research on international service-learning in rural Panama. She chooses to work in service-learning because of its complexity, global-local significance, and the belief that collaborative processes between universities and surrounding communities can enact real social and environmental change.

JANUARY 30
3 PM Eastern
2 PM Central
12 PM Pacific

Building Democratic Skills Through Deliberative Dialogue

In the face of ever-increasing polarization and divisiveness, there is a great need and desire for an effective, accessible, and inclusive tool for diverse people to engage across difference in pursuit of common ground for action on major social issues. A Deliberative Dialogue Forum brings people together in a small gathering to deliberate about challenging public issues. The process is guided by a neutral moderator and a discussion guide that presents multiple approaches to addressing the problem. Deliberative Dialogue provides an effective framework for mutual understanding and a common purpose that allows people to discuss difficult issues, weigh options, and ultimately take action.

This workshop will provide an overview of the National Issues Forum deliberative dialogue model and allow participants to engage in a brief practice Forum. Since 2013, NC Campus Compact as trained over 550 faculty, staff, students, and community members from 71 colleges and universities, representing 12 states, to moderate deliberative dialogues.

Executive Director
@ North Carolina Campus Compact

Since 2015, Garvin has been the Executive Director of North Carolina Campus Compact. She served as Associate Director of North Carolina Campus Compact from 2005-2014. Garvin leads the Compact’s deliberative dialogue initiative and has trained hundreds of faculty, staff, students, and community partners across the state and country in this method. She is a member of the Service Year NC Advisory Council and the Advisory Committee on Civic Health for the Institute for Emerging Issues. Garvin was named a 2016 White-Riley-Peterson Policy Fellow to study afterschool/expanded learning policy and develop and implement state-level policy projects in partnership with the North Carolina Center for Afterschool Programs (NCCAP) and the national Afterschool Alliance. Garvin holds a Master of Social Work with a concentration in social and economic development and a specialization in management, as well as a B.A. in political science, both from Washington University in St. Louis.

FEBRUARY 13
3 PM Eastern
2 PM Central
12 PM Pacific

Braving the Wilderness: How Vulnerability Can Be a Pathway for Social Change

As community engagement leaders, we navigate institutional power, internalized conditioning and patterns of entitlement through seen and unseen hierarchal systems. During this interactive webinar, you will learn a framework to give language and understanding for how fear and power imbalances impact our capacity to communicate and connect with people across power and dominance. Instead of retreating and protecting, we will explore what it means to remain “value-based” and vulnerable as you build and deepen authentic relationships across these barriers as the foundation for systemic and transformative justice. You will be asked to reflect on times you have braved the wilderness advocating for change to systems that perpetuate fear and power imbalances. And the times when you haven’t. What have you learned from those experiences? How can those experiences help each of us as leaders to advance change within the context of our community engagement work centered on equity and inclusion? Please note, this workshop will invite participants to share their personal experiences and stretch their comfort zone.

Director, Center for Community Engagement
@ California State University, Office of the Chancellor

Founder and President
@ Luna Jiménez Institute for Social Transformation

Managing Director, Center for Community Engagement
@ California State University, Channel Islands

Consultant, Center for Community Engagement
@ California State University

FEBRUARY 27
3 PM Eastern
2 PM Central
12 PM Pacific

Designing Asset-Based Educational Experiences

Using participatory facilitation methods, this 60-minute interactive webinar will introduce Dr. Tara J. Yosso’s Community Cultural Wealth Model as a framework for discovering and embracing every student’s unique assets, knowledge and talents and explore ways we can transform teaching and learning experiences that welcome students’ whole selves and actively honor diverse ways of knowing, being, and learning. Facilitators will share a variety of examples of how our campuses are incorporating the model and designing asset-based educational experiences.

VISTA Program Manager
@ California State University Office of the Chancellor

MARCH 10
3 PM Eastern
2 PM Central
12 PM Pacific

High Impact Community-Engaged Learning Practices and Processes

This webinar will focus on three practices that facilitate achievement of high impact community-engaged learning (service-learning). Participants will develop a deeper understanding of cultivating reciprocal relationships, using a project management approach, and educating about context. Each practice will be paired with processes to provide options for implementation. Examples will be drawn from the development of service-learning at St. John Fisher College as the founding director of the program and a stand-alone service-learning course called Social Change through Service. A faculty colleague will provide additional illustrations.

Assistant Director, Institute for Civic and Community Engagement
@ St. John Fisher College

Lynn Donahue is the Assistant Director of the Institute for Civic and Community Engagement at St. John Fisher College and the founder and director of the College’s community-engaged learning (service learning) program. Under Donahue’s leadership, Fisher engages 700 undergraduate and graduate students per year in community-based projects, embedded in course curriculum, to address the client and capacity-building needs of the College’s community partners in education, poverty, health, and sustainability. She is a published author and trainer on topics including reciprocity, pedagogy and assessment, engaged scholarship, project management, and leadership. Lynn Donahue is also the recipient of several grants to enhance children’s social-emotional learning and awards for her participation in community and civic engagement.

Assistant Professor & Program Director, Gerontology
@ St. John Fisher College

Professor Marta Rodríguez-Galán received her B.A. in licensure studies at the University of Oviedo, Spain; her M.A. in Hispanic studies at the University of Rhode Island, and her Ph.D. in sociology at Northeastern University. Her dissertation project was awarded the Farnsworth Trust Fellowship in Aging Policy Research (2006-2007). For the past few years, she has been conducting research in the areas of aging, health, social engagement, and family, with a particular focus on Hispanic/Latino/a communities in the United States. In her current research project on Latina grandmothers who are raising grandchildren, professor Rodríguez-Galán explores the interconnections of gender, immigration and the life course, and how these shape the women’s interpretations of the mother/grandmother role. Her work has been published in journal articles and book chapters in the field of social gerontology.

Associate Professor
@ St. John Fisher College

APRIL 16
3 PM Eastern
2 PM Central
12 PM Pacific

Speak up: How to work change in your community

This webinar will teach participants how to engage in making change in their city, state, and country by becoming an advocate. The workshop will lead participants through the advocacy process, including:

  • Why we should speak up for the issues that matter
  • How to effectively make your voice heard
  • How to engage your elected officials
  • How to share powerful stories.

Staff Attorney
@ Central West Justice Center

Attorney Gina Plata-Nino joined the Central West Justice Center in January 2016 to manage the Food Security Outreach Project, a collaboration between CWJC and the Worcester County Food Bank. The goal of the project is to help clients successfully navigate and become enrolled in SNAP benefits with the help of Food Security volunteer advocates. Previously, she worked as a corporate associate in southeast Asia and as a law clerk at the Massachusetts Appeals Court for the Honorable Cynthia Cohen and Mark Kantrowitz. She also founded a nonprofit organization called Oon Jai, which works to alleviate poverty in southeast Asia.

APRIL 28
3 PM Eastern
2 PM Central
12 PM Pacific

The Power of a Plan: How a Civic Action Plan can Create Significant Impact

Why should your institution create a Civic Action Plan? How do you move your plan from words to action? Creating a Civic Action Plan has been transformational for SUNY Buffalo State College and the University of Northern Iowa (UNI). The plan itself and the process of developing the plan has led to deep and broad conversations and impacts about important issues of reciprocity in community engagement, faculty and staff recognition for this work, and institutional structure and effectiveness. This webinar will provide inspiration and honest feedback from colleagues at Buffalo State and UNI about the initial reasons for creating a civic action plan, the process of creating the plan, the challenges encountered, and the unforeseen tremendous impact the plan has already had at both institutions. We will answer your questions about the process, and encourage you to set up a framework for success through a civic action planning process. Staff from Campus Compact of New York and Pennsylvania will provide reflections on the process across other institutions and from Campus Compact.

Director, Civic and Community Engagement
@ State University of New York – Buffalo State College

Laura Hill Rao is the director of the Buffalo State Civic and Community Engagement Office (CCE). She is responsible for supporting academic, co-curricular, and institutional level community engagement efforts. Buffalo State is deeply committed to its mission as SUNY’s urban-engaged campus, and Rao leads many of the campus’ efforts to provide students with academic and civic learning opportunities connected to addressing community priority, collaborating to lead the institution’s efforts in the Coalition of Urban and Metropolitan Universities/Democracy Collaborative Anchor Learning Network, support the college’s commitment to Buffalo’s West Side Promise Neighborhood. Rao holds an M.S. in Environmental Education from Lesley University and a B.A. in Psychology from SUNY Buffalo. She taught environmental and experiential youth programs for a number of years before moving into educational program administration.

Director of Community Engagement & Associate Professor @University of Northern Iowa

Dr. Julianne Gassman is on faculty at the University of Northern Iowa in the School of Kinesiology, Allied Health & Human Services. Dr. Gassman is an Associate Professor in the Leisure, Youth and Human Services Division, the Campus Executive Director of the Nonprofit Leadership Alliance and the Associate Director of Camp Adventure™ Child & Youth Services. Dr. Gassman has taught in the area of nonprofit management for the past eight years and has sixteen years of teaching in leisure, youth and human services. She is the author/co-author of four books, including: Leadership Cases in Community Nonprofit Organizations Managing for Excellence: Programs of Distinction for Children and Youth Contracting Child Care: A Case Study of the Military Child Care Act and Camp Adventure™ Youth Service Camp Leadership: A Staff Development Approach

MAY 7
3 PM Eastern
2 PM Central
12 PM Pacific

Building Student Dispositions for Community Engaged Learning

This webinar introduces dispositions as a framework for students’ community-engaged learning. Dispositions are filters made up of values, beliefs, cultural backgrounds, and prior experiences that shape how we take in information and make sense of it. Too often, student orientation to community-engaged learning is a checklist of signing waiver forms, logging volunteer hours, and meeting minimum requirements. While logistics matter, the heart of preparation for engaging with community is bringing and developing a set of dispositions that foster positive cognitive and affective growth. While many dispositions can contribute to such growth, focusing on a small set of strategic dispositions provides a robust frame for making sense of community-engaged learning experiences. The webinar is structured around six dispositions: open-mindedness, humility, appreciation of community cultural wealth, intellectual curiosity, empathy, and commitment. These dispositions are particularly vital for community engaged learning designed to promote critical thinking and social justice.

Director, Leo T. McCarthy Center for Public Service and the Common Good
@ University of San Francisco

David Donahue joined the McCarthy Center as Senior Director in 2015. Before coming to USF, David was the Interim Provost and Associate Vice Provost at Mills College in Oakland, California, and worked there for more than twenty years as a professor of education. David earned his doctorate in Education from Stanford University after earning a Bachelor’s of Arts in History as a Phi Beta Kappa graduate of Brown University. David is a widely-published scholar on topics including service-learning in higher education, human rights, diversity and personal identity. He came to USF committed to the continuation of building a strong community while leading the McCarthy Center in its mission of helping inspire and prepare USF students for lives and careers of ethical public service.

Director of Community-Engaged Learning, Leo T. McCarthy Center for Public Service and the Common Good
@ University of San Francisco

Star Plaxton-Moore is the Director of Community-Engaged Learning. Star directs institutional support for community-engaged courses and oversees public service programs for undergraduates, including the Public Service and Community Engagement Minor. She designed and implements an annual Community-Engaged Learning and Teaching Fellowship program for USF faculty, and other professional development offerings that bring together faculty and community partners as co-learners. Her scholarship focuses on faculty development for community-engaged teaching and scholarship, student preparation, assessment of civic learning outcomes, and community engagement in institutional culture and practice. Star holds an MEd from George Washington University and is currently completing course work for an EdD in organizational leadership at USF.