Table Of ContentThe Process of Engagement:
Developing Civic Literacy via
School–University Partnerships
Michael Slavkin
Hilary Braysmith
University of Southern Indiana
Norma Faust
Evansville-Vanderburgh School Corporation
ABSTRACT: The purpose of this article is to review a partnership between a teacher education
department and a dropout prevention program. The partnership developed from a variety of
communities’ needs, no less of which was that of reconnecting marginalized youth at a local
dropout prevention school with their community through cultural and civic exploration. At the
heart of the relationship was the building of powerful curricular experiences for these students
through the support of preservice teachers who mentored the at-risk youth. The CREATE project
(Cultural Reflection About Evansville—Art Transforms and Engages) was an interdisciplinary
experience that supported the development of a strong service-learning environment. Develop-
ing civic literacy with participants was a tricky business as faculty, students, and community
partners explored ways of revitalizing a downtown area. Some challenges were anticipated;
others were unique to the project. However, a few concerns have greater implications for higher
education professionals and community partners as they develop a service-learning curriculum.
The purpose of this article is to review a civic interdisciplinary experience that linked uni-
literacy service-learning project between an versity faculty, K–12 teachers, and students
alternative high school for dropout prevention from Grades K–16. Throughout the course of
and a comprehensive university’s teacher edu- this partnership, a number of processes were
cation department. Although the relationship critical in supporting the development of a
began simply as a placement for preservice strong service-learning environment.
teachers, both the school’s principal and the The current engagement project under
university’s professor recognized that more review was begun as a placement for preser-
could come from the relationship. This article vice teachers. As a university professor and a
provides information for other institutions of principal of a local dropout prevention high
higher education regarding how a field-based school (Stanley Hall Enrichment Center),
placement can be transformed into an oppor- we met to discuss the possibilities because we
tunity for preservice teachers and marginalized both recognized that preservice teachers in
youth to explore their community through an elementary education program had limited
cultural and civic exploration. The CREATE experience with, or understanding of the need
project (Cultural Reflection About Evans- for, remediation for all students. Slavkin ini-
ville—Art Transforms and Engages) was an tially wanted candidates to interview students
School–University Partnerships Vol. 4, No. 1 65
66 MICHAEL SLAVKIN ET AL.
at Stanley Hall to clarify how students who munity needs. Second, the partnership main-
were marginalized in their elementary schools tains a goal that all students feel engaged with
would be at risk for dropping out and feeling that curriculum. Finally, the project ensures
disconnected from their schools and commu- that the curriculum help students feel stronger
nities by the time they reached high school. ties to the community.
Sensing that her students might benefit from
mentoring by college students, Faust suggested Area 1: Curriculum Should Meet
that the project be extended. The goal for the
Community Needs
partnership was to provide preservice teachers
with a chance to explore what students need to The goal of this university–school–community
be successful in school. Although they would partnership was to have all community mem-
interview Stanley Hall students at the begin- bers (not just students) reflect about the cultural
ning of the semester-long placement, preser- and social heritage of our community. Otten
vice teachers would use the knowledge of high (2000) stated that service-learning curriculum is
school students to develop service-learning an umbrella term used to describe many aspects
projects that met their curricular needs. of teaching and learning for personal develop-
Preservice teachers were enrolled in an ment. Schools have used service learning as
elementary educational assessment course. a curricular support that increases students’
Working with Stanley Hall would provide involvement with local communities and im-
university students with a chance to examine proves the philanthropic experience of youth
curriculum, investigate students’ individual (Meyers, 1999; Nix, 2001; Schumer & Belbas,
progress needs toward graduation credits, and 1996). Service-learning curriculum can assist
investigate the pressures that students felt in students in seeing the real-world implications
previous school placements (and how these of curriculum.
future teachers might avoid allowing students Service-learning projects must provide
to “fall through the cracks”). High school students opportunities for active involvement
students would be provided with individual- in the democratic processes of the school
ized mentoring throughout an academic term, and community (Rutter & Newmann, 1989;
helping them to be provided with individual Schukar, 1997). Many researchers have iden-
assistance, clarification of academic roles and tified the importance of students’ moving from
responsibilities, assistance with meeting credit- the theory of the classroom curriculum to real-
based assignments, and support in developing ity via involvement with their communities
an academically based service-learning proj- (Halsted & Schine, 1994; Lee, 1997; Meyers,
ect. Beyond the goals initially developed with 1999; Newmann & Rutter, 1985–1986). We
this project, Faust and Slavkin recognized the believed that Stanley Hall students could have
emotive potential of having young teachers their curricular needs met by doing a project
interact with struggling students, thereby al- that would help them to reconnect with their
lowing a strong mentoring relationship to de- schools and communities in which they had
velop. The narrative that follows relates how felt marginalized earlier in their academic
this partnership evolved to facilitate three careers. Unlike the prior incarnations of char-
areas essential for authentic curriculum. acter education (i.e., curriculum that supports
the moral and social growth of students),
the engagement in the current project was
Essential Areas for Authentic
designed “to equally benefit the provider and
Assessment the recipient of the service as well as to ensure
equal focus on both the service being provided
As mentioned, authentic curriculum calls for and the learning that is occurring” (Furco,
three essential criteria. First, all preservice 1994, p. 396). Whereas community service
teachers and at-risk students understand how provides students with the opportunity to give
curriculum should be designed to meet com- back to their communities, service-learning
The Process of Engagement 67
programs emphasize the connection among Students find an improved connection with
the service, the curriculum, and students’ re- their community and a feeling of ownership
flecting on their experiences as they relate to of both their community and their school cur-
the curriculum (O’Flanagan, 1997). riculum (Nix, 2001; Sandler & Vangrift, 1995;
The preservice teachers in this program Schine, 1997). Newmann and Rutter (1983)
were originally the only participants to engage showed that secondary students’ involvement
in a service-learning experience (i.e., mentor- in service-learning projects modestly increases
ing the Stanley Hall students), but it became their sense of social responsibility and per-
quickly apparent that these at-risk students sonal competence. Green (1989) and Butcher
should also participate in service-learning and Hall (1998) found that service-learning
experiences; that is, during their initial inter- involvement with elementary and second-
views, Stanley Hall students reported feeling ary at-risk students may provide them with
disconnected from schools and feeling largely the interventions necessary to succeed in
ignored by their communities. For example, school. In clarifying how curriculum should
one preservice teacher, Hannah, shared that be authentic for students, preservice teach-
her mentee, Mary, did not see a reason why ers identified that the project might instill in
she should graduate: the high school students a sense of why their
coursework is relevant and necessary.
Mary is overwhelmed by school. She Similar assets have been evidenced for
doesn’t lack the skills to succeed; how- students engaged in service learning as compo-
ever, she fails to see why she should try to
nents of higher education coursework. Allen
succeed. No one in her family graduated
(2003) asserted that engaging students in cur-
high school. Her mother and father both
ricula supported by community partnerships
collect unemployment, and her older sib-
develops in them a deeper understanding of
lings find work at a local refinery. Why
the role of learning in community growth. Pre-
should she work hard when her family
service teachers in an educational assessment
shows that they can survive without high
school diplomas? I need to help her to un- class gain increased knowledge of the need
derstand that her education is important for differentiated and authentic curriculum
for more than just employment. She needs from students who have not had such experi-
to see that she can make a difference in ences as elementary students. By listening to
her community and be more than the the stories of these youth, preservice teachers
other members of her family. (personal improve in their skills at ensuring that the
reflection related to initial interview with
curriculum they create meets the needs of all
Stanley Hall student, 2006)
students (not just those who learn in spite of
what teachers did).
The university students quickly decided
As an authentic pedagogical practice, ser-
that they would help these at-risk high school
vice learning provides teachers and students
students by helping them determine how
in higher education the opportunity to learn
they might meet academic credits through a
about civic responsibilities while supporting
service-learning project that would link them
the needs of the community through active
with the community and show them how their
dialogue with community partners. The aca-
classwork linked with community expecta-
demic curriculum is enhanced by demonstrat-
tions and needs such that the students could
ing the real-world implications of the infor-
see a rationale for their educations.
mation reviewed and the action involved in
learning (Allen, 2003). At-risk students must
Area 2: Curriculum Should Engage reconnect with schools if they are to meet aca-
demic requirements for graduation. It became
Students
clear to preservice teachers during their men-
Certain effects have been observed in students toring relationship that they needed to help
who participate in service-learning activities. students clarify the supportive relationship of
68 MICHAEL SLAVKIN ET AL.
their school if they were to remain involved the more likely they are to assimilate this
and be successful. Mary Deutsch, the language information and see the relevance of learning.
arts teacher at the school, shared, Stanley Hall, in Evansville, Indiana, has a his-
tory of dedication to the needs of students who
These students have been failed by their have not fit into the classrooms of traditional
communities and their schools and their high schools. Stanley Hall has met academic
families. They need someone who can sit
standards by providing an individualized cur-
with them over periods of time and share
riculum that meets graduate standards. How-
their stories. Stanley Hall students need so
ever, Faust asserted that within the last de-
much attention, more than we as teachers
cade, the school created a curriculum largely
can give. If they can see that their success
based on service learning. As such, its goals
matters to someone besides their teachers
parallel those largely found throughout the
and themselves, it can make a world of
difference in helping them to succeed. service-learning literature discussed earlier.
(Stanley Hall language arts teacher, per- Faculty at Stanley Hall believe that all
sonal communication, 2005) students can learn; that all students deserve
a safe environment conducive to learning, as
Meeting students’ academic needs was well as equal access to curricula that enhance
successful only if students saw that their dedi- opportunities to maximize personal growth;
cation to the project was important to their and that all students can contribute to the
mentors and teachers. Mentors helped the society of which they are a part. The teach-
high school students by collectively (1) devel- ers of this school provide a safe environment
oping a service-learning contract, (2) linking conducive to learning, with opportunities for
project ideas with academic standards from success, growth, and wise use of time, talents,
the high school students’ courses, (3) helping tools, and other resources but which challenge
the students interact with community partners all students to contribute to society, further
engaged with the project, (4) helping students their educations, and empower themselves
write weekly reflections of the work performed, (all the while still embracing the propositions
and (5) preparing a presentation and portfolio set forth by the Indiana Department of Educa-
that represented the students’ knowledge and tion and the National Board for Professional
skills gained over the course of the semester. Teaching Standards).
Area 3: Curriculum Should Help
Stanley Hall
Students Feel Connected to
Community
At Stanley Hall, the current status of educa-
Finally, curriculum should help youth un- tional programming is evidenced via measures
derstand how they are members of the com- taken on-site that relate to the mission and
munity. Faust shared that a key component the school’s three primary goals. Stanley Hall’s
of the Stanley Hall Enrichment Center was performance and accountability is measured
to design curriculum to help end the brain by indicators selected by its community com-
drain that Evansville faced in the 1980s, by mittee, which are inextricably tied to its mis-
awakening young residents to their place in sion as an alternative school.
local greatness, by binding them to the heart As Stanley Hall has increased its use
of the city (downtown), and by attracting of service-learning components to provide
others to relocate here. In other words, the coursework and meet Indiana State standards,
project—and subsequent public art projects to it has taken steps to analyze the efficacy of
come from it—fulfills the master plan’s call for this programming in meeting its three primary
“place-making” efforts downtown. goals. Specifically, following service-learning
The more students identify the connec- performances, students demonstrate improved
tions between communities and curriculums, sense of self-efficacy, increased connection
The Process of Engagement 69
with community, and enhanced involvement grated, holistic project. After the 1st year of
with the school curriculum (Nix & Slavkin, preservice teacher placement, several issues
2002). became clear: First, Stanley Hall students
Achievement expectations are geared to- needed near-constant assistance with staying
ward fulfillment of the Stanley Hall mission focused and motivated on curricular expecta-
to empower students to earn a high school tions and the rationale for graduating. Second,
diploma, advance to postsecondary education preservice teachers were ill equipped to under-
or gainful employment, remain lifelong learn- stand how students could be so unmotivated
ers, and serve as worthy community members. and dependent. Furthermore, they quickly
Preservice teachers begin to clarify how the saw how difficult it would be to work with
curriculum that they teach and how they students who felt disengaged from the world
engage students in elementary school has im- of schools and felt as though teachers had
plications for what students do later in school. ignored, avoided, and purposefully sabotaged
Josh, a university mentor working with Dre, a their educations.
high school senior, shared, The school began to modify service ac-
tivities in 2003–2004, transforming initiatives
Nobody ever seemed to give a damn for
into service learning. Teachers attempted to
this kid. Dre is so grateful for any atten-
mentor individual students through service-
tion he gets. He has the potential to do
learning experiences: five teachers supporting
so much, but he fails to make much head-
95 projects, each with individual community
way because for years everything has been
partners. To make matters more difficult,
against him. His teachers ignored him. His
all students at Stanley Hall complete three
family neglected or abused him. His com-
munity forgot him. You begin to see how courses at a time, and each student has a
important it is for an elementary teacher to unique schedule. Teachers were working with
create a classroom that meets their needs 95 projects with 95 community partners for 42
and shows them that they are valued. (per- different courses offered by the school. Teach-
sonal reflection related to initial interview ers nearly finished service learning as they
with Stanley Hall student, 2006) started it.
As such, proficiency and mastery of state
Step 1: Reconsidering Service
standards are guided by these achievement
goals, all of which are tied to service learn- Learning
ing. Students who engage in service-learning
After a difficult 1st-year experience, faculty
activities participate within the school cur-
met to analyze information taken from focus
riculum while providing a service to their
groups consisting of the community partners
community. This community and curricular
and Stanley Hall students. What was clear
integration has increased student participa-
from these data was that projects should be
tion within schools, thereby creating a sense of
authentic, but authenticity did not necessarily
ownership and active participation. Moreover,
mean individually based. Furthermore, faculty
it has helped the school maintain a level of
realized that some curricula were better met
success not achieved with these students in a
through projects (not knowledge-based stan-
traditional high school setting.
dards but process-based standards that em-
phasized skills). As such, university preservice
Example of Engagement: teachers were brought in to support projects
that were authentic but might be reorganized
Uniting History and
into small groups. In addition, Stanley Hall
Public Transportation teachers would work with one or two projects
with small groups of students, whereas preser-
The current project, CREATE, began as two vice teachers would work individually with
independent initiatives that became an inte- high school students.
70 MICHAEL SLAVKIN ET AL.
Step 2: Preservice Teachers previously hidden away. The efficacy of such
Supporting At-Risk Students via a program needed confirmation and, thus,
verification from school faculty—would such
Service Learning
a program be effective?
University and high school faculty needed to
prepare all participants for the work ahead. Our students need to feel appreciated and
Creating a service-learning-based curriculum know that they matter. Service learning
clearly was the answer, so that students
was a difficult task because all students needed
could see that their actions were valued by
to understand how partnering with commu-
community members. Art was something
nity might meet their curricular needs. If stu-
that so many of them were good at, some-
dents did not feel as though they were part of
thing that they felt they could be success-
the school community (or part of their neigh-
ful with. We didn’t have funding for an art
borhood community), then they needed to see
teacher, but knew we had to do something
how they might be a resource for the school curricularly that would let students show
and town. As part of their outreach efforts, the their strength. Linking their work with
school’s faculty met with area industry, not- [the university’s] art department could en-
for-profits, and other key community leaders sure them some success while also meet-
to perform a needs assessment of the greater ing academic coursework. (Mary Deutsch,
Evansville area. language arts teacher at Stanley Hall,
personal communication, 2006)
Step 3: Inviting Involvement From
Community Partners Step 4: Linking Curriculum With
Authentic Community Needs
One factor identified during those meetings
was the need for downtown revitalization that This project incorporated needs assessments
also supported local art initiatives. As the derived from the City of Evansville’s master
school considered ways to develop its curricu- plan, the Conventions and Visitors Bureau’s
lum, finding a partner who could work with the promotion of cultural tourism, and the Capi-
school would serve the school’s needs as well tal Development Fund’s guidelines for eco-
as those of the community. During those dis- nomic and cultural development of downtown
cussions a faculty member from the university Evansville. The City of Evansville’s master
(Hillary Braysmith, art department) identified plan called for gateways and public artworks
a local artist who sought to create a public art as a part of downtown economic revitaliza-
project that supported the juvenile courts by tion. The project was designed to develop the
giving local delinquents a chance for reform. cultural heritage and assets of the area through
Although the high school students were engagement of at-risk youth and university
far from being delinquents, they had similar mentor partners. Given that other cities
academic and social needs—they needed to have utilized at-risk and marginalized youth
feel valued by others, and they needed in- throughout the last 30 years (see Baca’s [2009]
terventions that showed that the community work with at-risk youth in Los Angeles), this
wanted them to succeed. This second initia- project addressed two areas of our community
tive was an already-existing project in our that have been neglected: First, the cultural
community that organized public artworks and social infrastructures of our downtown
representing the history of our area. These area desperately needed renewal. Second, the
two projects—the public art project and the causes of at-risk status in the teens who at-
Stanley Hall curriculum—not only supported tended the secondary school involved in the
each other’s needs but worked to realize a partnership were threefold: feeling alienated
greater purpose: helping young and old alike from their communities, demonstrating poor
in our community recognize the valuable cul- academic skills, and facing challenges with
tural history that the city of Evansville had peer involvement.
The Process of Engagement 71
Step 5: Designing Curriculum to Objective 1: Students will research the his-
Meet Community Needs tory of the Evansville transportation,
noting the aesthetics and cultural her-
The project was designed to support the de- itage of the area and its impact on the
velopment of three public art projects taking city of Evansville.
the form of bus shelters. Each shelter repre- Objective 2: Students will represent the
sented an aspect of the transportation history history, community, and civic life of
of Evansville. The youth who were engaged the Evansville area into schematics
in this project reinvested in their community used to create three transportation-
through group-based enterprises that chal- based bus shelters.
lenged them to recognize that academics are Objective 3: Students will research the his-
a means for cultural and social expression and tory of the Washington Avenue corri-
community improvement. The curriculum was dor, noting the aesthetics and cultural
organized to meet academic standards and sup- heritage of the area and its impact on
port the needs of the community at large. Indi- the city of Evansville.
vidual self-awareness, self-expression, and self- Objective 4: Students will represent the
validation can result from the collaborative history, community, and civic life of
solving of community problems. Using service the city of Evansville in models for
learning with this population was supported three bus shelter / public art monu-
by the work of Nix and Slavkin (2002), who ments. When grant funds are received,
found that marginalized high school youth can these structures will be built on the
increase their self-efficacy, engagement with Washington Avenue corridor.
community, and engagement with schools
through service-based initiatives.
Step 7: Facilitating the Project
Step 6: Creating Curricular University mentors and Stanley Hall students
worked over the course of a semester to de-
Contracts
velop bus shelters based on the transporta-
Because this project afforded at-risk youth tion history of the city. Students and staff at
at the Stanley Hall Enrichment Center the Stanley Hall, an alternative education high
chance to work in concert with mentors from school in Vanderburgh County with an ap-
the university in their area and with adults proximate enrollment of 100 at-risk students,
from the community, it fostered the develop- performed a needs assessment of community
ment of prosocial skills, conflict resolution concerns during the summer and fall of 2003.
skills, the ability to choose peers wisely, and Central to the results of the assessment and
the ability to make good life choices. The in support of Evansville’s master plan was the
mission of this project stemmed from area need for city gateways and public artworks
service-learning experts’ joining with com- that not only supported urban renewal but
munity leaders to enhance Evansville’s civic also demonstrated the cultural heritage of the
pride by expanding the citizens’ knowledge city. Project CREATE identified locations
of its cultural heritage and community his- and created these city gateways and public
tory. University mentors worked with high artworks.
school mentees to clarify the service-learning Project CREATE worked with a method
contracts. Contracts were organized around designed by Baca (an internationally ac-
students’ academic coursework and with com- claimed artist affiliated with the University
munity partners’ expectations for the project. of California–Los Angeles) and facilitated
Four primary objectives were identified for the by Braysmith. Just as the cultural heritage
project, as gathered across all individual con- of the city of Evansville is a hidden strength
tracts, with a culminating outcome of three of the area, so too are the youth involved
public artworks: at the Stanley Hall Enrichment Center.
72 MICHAEL SLAVKIN ET AL.
Furthermore, the project supported the de- leadership skills; and reflectivity. For a project
velopment of the downtown area, which to truly be considered service learning, all five
nurtured students’ knowledge of the com- components must be supported.
munity’s civic and cultural history, and the
development of service initiatives that were
self-sustaining and could continue following Evaluation
the current granting cycle.
Beginning in the fall of 2004, Braysmith If a project such as this one is to truly demon-
launched the CREATE bus shelters program, strate these characteristics, it is essential that
mentoring staff at the university, the City of all components be examined as the project
Evansville, and the Stanley Hall Enrichment comes to fruition and is nurtured and imple-
Center through the process of running a col- mented. Although a case may be made that
laborative intervention. Braysmith and 14 bus service learning develops citizens out of stu-
shelter apprentices (Stanley Hall students) dents, it is unlikely that such an outcome can
created bus shelters as part of the city’s ho- be found without ensuring that adequate time
listic downtown revitalization plan. The city is devoted to the process of creating a com-
hired the apprentices to define its public and munity of learners, nurturing strong ties with
aesthetic identity, and it entrusted them with the community, and supporting the growth
furthering the economic, social, and cultural of all partners. For Stanley Hall students and
well-being of all citizens. The apprentices university preservice teachers to both feel the
earned a stipend, a diploma (upon comple- impact of this work, it was critical that all five
tion of the program), and the public accolades aforementioned requirements be incorporated
of significant adults (e.g., the mayor, school in the project.
leadership), as well as positive media and peer
recognition.
Criterion 1: Problem Solving and
Because the bus shelters commemorated
Conflict Resolution
the diverse history of the community, the ap-
prentices researched an inclusive history—us- Perhaps what faculty and university partners
ing libraries, the museum, and historic sites bring to the community is the opportunity to
and interviewing community elders—and co- problem solve collectively, mentoring univer-
ordinated their discoveries. University faculty sity and K–12 students in developing their in-
and students mentored the youths and helped terpersonal skills. That is to say, if students are
them apply computer and additional academic to become community leaders, they must be
skills (e.g., math and science) to their en- mentored in effective skills, such as problem
deavor. High school students worked on high solving, communication, and social negotia-
school credits because the bus shelters project tion. Without such mentoring, these students
was aligned with each student’s academic become individuals who connect with the
coursework for partial credit. community as an institution.
The public art bus shelters project was
Step 8: Reflecting on the Impact of not only a service-learning project but a col-
laborative problem-solving undertaking for
the Project
high school alternative students (as they par-
To see the potential of these projects and their ticipated in Grade 9–12 academic coursework)
impact on student learning and civic engage- and university students (as they participated
ment, it is critical to view the project through in senior-level art and educational assessment
the lens of the five characteristic requirements coursework). The service-learning project
of any good service-learning program: problem combined these seemingly divergent popu-
solving and conflict resolution; student reflec- lations by nurturing problem-solving skills
tion of process; expertise; social, citizen, and and incorporating unique activities to resolve
The Process of Engagement 73
multiple problems that affected the lives of a project, everyone can be an expert at some
community members. point and to some degree; not all partici-
pants provide the same involvement, the same
knowledge, and the same skills.
Criterion 2: Student Reflection of
Activities were developed during the first
Process
2 weeks of programming to help students rec-
If service learning is just applying academics ognize that they might have information and
to service, then there is still the problem of skills that could support the process of social
the students’ having an I experience without negotiation and civic engagement. However,
the reflection on how their individual be- students did not always demonstrate the same
havior affected the community group. Such skills, nor should be expected to have their
interaction and many students’ beliefs regard- skills prove useful in all settings or circum-
ing public engagement are based on binary stances with which the group came into con-
and confrontational thinking and leader- tact. A unique and interesting finding from
ship that is strictly hierarchical. By uniting the current project was the need for mentors
with community partners and challenging all and mentees to both work on their com-
voices to be active and engaged, students are munication, facilitation, and sharing skills.
pushed to think beyond themselves, often not Although we expected that the alternative
an easy skill to expect of high school and col- students involved in the project would need
lege students. Moreover, youth culture does some character education and work on com-
not value expertise and is under the assump- municating ideas effectively, we were both
tion that all opinions are equally valid. This surprised at the need to redirect mentors to
partnership required that different members restate ideas, rethink interactions with oth-
performed different tasks. Whereas students ers, and reconsider the politics of socially
gathered oral histories about Evansville’s appropriate interactions in school and com-
transportation and cultural history, college munity settings. Whereas educators are often
students facilitated the analysis of the infor- expected to understand the need for preK–12
mation recovered. Art students demonstrated students to require redirection in how they
their expertise in the domain of design, interact with community partners and group
model construction, and sketching. An ar- members, it is clear that college mentors are
chitect provided expertise in design elements, budding professionals who also need assistance
effective construction materials, and devel- in knowing how to work with others and ne-
oping models and sketches into buildable gotiate new roles as professionals.
schematics. A local poet provided support on
the elements of writing and how information Criteria 4: Social, Citizen, and
reviewed for the drafts of models could be
Leadership Skills
reorganized into a narrative that could edu-
cate tourists about the history behind the bus In addition to the social skills just cited, there
shelter designs. are niceties of social behavior that have not
always been transmitted to students and, per-
haps, community members. To support com-
Criteria 3: Expertise
munity needs, students must be professionally
One fundamental and critical characteristic engaged: They must be polite and businesslike;
realized early in the project was that of help- they must be unselfish; and they must demon-
ing students develop an understanding of strate a disposition toward being concerned
expertise. The role of expertise and young and cooperative. From the first meeting of this
people’s respect for it were not initially evi- project, students were instructed to refer to one
denced among the high school students or the another as professionals by using surnames, by
university mentors. Throughout the course of practicing professional communication skills,
74 MICHAEL SLAVKIN ET AL.
and by thinking about how they socialize with facilitators were also trained in the art of mak-
others as members of a professional group, not ing the invisible visible by asking questions
as students who could not play the part of pro- to stimulate conversation with mentees about
fessional. their abilities and by commenting about men-
By learning these skills early, students in tee attributes that had improved the process
high school and college gain an understanding that week.
of what the community expects them to sound
like (use standard English, speak clearly and
concisely, utilize reflective listening skills, ask Conclusions and
clearly stated questions) and look like (dress Impact on Partners
in business casual or professional, demonstrate
how to carry oneself in a community environ-
One of the most immediate challenges facing
ment). Students at all levels also began to
our project was that of involving expert com-
understand that they could lead the project
munity partners in assisting students as they
and guide it if they could represent themselves
researched the transportation history of the
with competency and show a modicum of de-
Evansville area. Community partners could
corum within mixed company, as well as prac-
share information related to their needs, but
tice such representation when only students
they could also represent their cultural and
and faculty were present.
social expertise; that is, students came to them
for resources that could inform their practice
as they developed their public art bus shelters.
Criterion 5: Reflectivity
By visiting an archivist at a local historic li-
An ever-present challenge in research sur- brary, the director of an area transportation
rounding service learning is the need for and museum, and an area historian, students gar-
difficulty with reflectivity. Mentors, mentees, nered information to assist with their project.
and faculty facilitators were each asked to con- Furthermore, these experiences radically al-
sider what they learned each week from the tered the direction of the bus shelters, infusing
experiences related to the CREATE project. the history, civic understanding, and culture
Initial results of reflectivity were limited in of these community members within their
that it was clear that each party was unaware drafts for the project.
of what reflection was and what it entailed.
Although mentors and mentees could provide One Person Cannot Run an Effective
some generalized notions of learning from the
Service-Learning Initiative
project, they were unable to analyze how they
were growing individually, professionally, and Not all knowledge is equal during a service-
academically. learning project. There must be a respect for
Mentors and mentees made general state- different people and the skills and knowledge
ments indicating a lack of comfort in sharing that they bring to the process. This truly in-
strengths about themselves or their abilities. forms and nurtures a sense of democracy. Fur-
This lack of self-efficacy carried over into thermore, it helps to educate the youth and the
reflections; that is, students shared concerns community partners involved in the service
for “tooting their own horns” about what they regarding the need for individuation of project
were good at that week. Weekly snaps times expectations and the importance of teamwork
were built into programming to support others in all phases of a project’s development.
in sharing praise and appreciation for individu-
als, whereas specific reflective questions were
Active Community Voice Is Critical
created to assist students in determining what
strengths they had used to further the project Oftentimes, it might appear that community
during that week. Mentors and CREATE partners are someone to “deal with” after a
