This conference, launched in 2003 as the Community Service and Service-Learning Directors Conference, is designed for faculty and staff who facilitate campus community engagement efforts. The name changed to CEAC in 2008. This event offers deep reflection about civic engagement work through presentations and workshops, facilitated discussions and networking. CEAC usually occurs in late spring/early summer. CEAC was on hiatus in 2011 and 2014.
Thursday, May 28, 2015 (9:00 a.m - 5:00 p.m.)
Bennett College, Greensboro, NC
Actually, no; we’re not holding a conference! We’re convening a learning community! Join community engagement administrators and staff from across NC for 10 days in May (virtually and in person) to examine the past, present, and future of our work with Leslie Garvin, Sarah Stanlick, and Patti Clayton. The registration fee is $50. The registration deadline is May 14, 2015.
35 years ago NC’s own Bob Sigmon called all participants to understand themselves as teachers and learners, servers and served. 20 years ago Ed Zlotkowski called for the growth of service-learning as a academic work. A decade ago the Carnegie Foundation called colleges and universities to examine and claim the role of community engagement in their institutional identities and missions. Students have called their peers to provide leadership in the growth of curricular and co-curricular engagement; faculty have called their campuses to acknowledge integrated, engaged approaches to scholarship. How is our work as professional staff today influenced by these trajectories? What do we call for today as we envision the future of this work in our institutions and communities?
The 2015 NCCC CEAC Learning Community will both explore and walk the talk of reciprocal, reflective, democratic engagement -- co-creating new understandings of and enhancements to our day-to-day work while also contributing our unique voices to a national project on the future of service-learning and community engagement. First, we’ll do a bit of common reading; gather perspectives from our community, student, and faculty colleagues; and post key ideas we want to share and inquire into together (using a new technology platform NCCC is rolling out with this event). Then, on May 28, we’ll spend a highly interactive day together at Bennett College in Greensboro, reflecting critically on our practice in the context of some of the central questions that have, do, and will shape community engagement. And finally, we will organize our thinking as a learning community of practitioner-scholars, co-generating and disseminating products that will add knowledge, inform practice, and pose questions to call the field forward.
Whether you are new to your role or an established leader on your campus … working on your own or as part of an institution-wide conversation … focused primarily on work with students, with faculty, or with community members … we hope you will help us build a forum to collaboratively examine possibilities for deepening, expanding, and integrating community engagement in each of our own contexts, across NC, and nationally.
Patti H. Clayton
Patti Clayton is an Independent Consultant (PHC Ventures) with over fifteen years of experience as a practitioner-scholar and educational and organizational developer in community-campus engagement and experiential education. She serves as a Senior Scholar with the Center for Service and Learning at Indiana University – Purdue University Indianapolis (IUPUI) and a Senior Scholar at the University of North Carolina at Greensboro (UNCG). She has consulted with over 100 higher education institutions and organizations in the US, Canada, and Ireland. She has facilitated institution-wide visioning and planning processes for community-campus engagement, supported campuses in applying for and leveraging the Carnegie Community Engagement Classification, led inter-disciplinary and inter-institutional scholarly collaborations, and co-designed initiatives for engaged graduate and undergraduate education.
Patti co-developed with students and faculty a research-grounded critical reflection and assessment model (the DEAL Model), models for student leadership in service-learning, the SOFAR Model of Partnerships and TRES instrument for evaluating partnership quality, and a variety of other professional development and curriculum development processes related to community-campus engagement. She and her colleagues produced student and instructor versions of the tutorial Learning through Critical Reflection; she was co-editor with Bringle and Hatcher of the 2-volume set Research on Service Learning: Conceptual Frameworks and Assessment; and she co-authored the Democratic Engagement White Paper with Saltmarsh and Hartley. A Board member of the International Association for Research on Service-Learning and Community Engagement (IARSLCE), she serves as an Associate Editor with the Michigan Journal of Community Service Learning, is on the editorial board of the Journal of Applied Learning in Higher Education, and was co-editor (with an international team of graduate students) of the IARSLCE annual conference Proceedings in 2011 and 2012. She has co-authored over 45 chapters, articles, and papers and co-facilitated over 175 conference sessions, many of them with undergraduate or graduate students. Her current work focuses on designing teaching and learning, partnerships, and scholarship in ways that position all participants as co-educators, co-learners, and co-generators of knowledge.
Sarah Stanlick is a PhD Candidate in the Learning Sciences and Technology program at Lehigh University's College of Education. She also works as a Research Program Development Officer in the Office of the Vice President for Research and Graduate Studies at Lehigh University leading projects in experiential, inquiry-based, and community-engaged learning, as well as the internal grants program to support faculty and student research. She has presented research in various arenas including the International Association for Research on Service-Learning and Community Engagement (IARSLCE) annual meeting, the National Council for the Social Studies (NCSS) conference, and Pathways to Achieving Civic Engagement (PACE).
Previously, she worked for the Harvard Kennedy School as a Research Associate at the Carr Center for Human Rights Policy and the Belfer Center for Science and International Affairs. In addition to her undergraduate degree in International Affairs, Ms. Stanlick holds a Masters in Conflict and Coexistence from Brandeis University. Her research interests include global citizenship, social justice, transformative learning, reflection, community-engaged learning, and technology.
Leslie A. Garvin
Leslie Garvin is the Executive Director of North Carolina Campus Compact, a network of 33 NC colleges and universities committed to the civic purposes of higher education. Garvin joined the Compact as Associate Director in 2005, where she managed many of the network's key programs. She served as Program Director on three AmeriCorps grants that engaged hundreds of college students in community service; and she managed a 3-year grant to support MLK Day of Service activities on 180 campuses across the Southeast. She acted as lead coordinator for the Compact’s three major civic engagement conferences and bi-annual network meetings, which together attract nearly 700 participants each year.
Prior to joining the Compact, Garvin worked in the community development field throughout the St. Louis/Southern Illinois region. Leslie holds a Masters Degree in Social Work, with a concentration in social and economic development and a specialization in nonprofit management, from Washington University in St. Louis.